Making use of theories about literacy and justice: teachers re-searching practice
Comber, Barbara (2005) Making use of theories about literacy and justice: teachers re-searching practice. Educational Action Research, 13(1), pp. 43-56.
This article considers teachers’ work as they grapple with theories in practice in the everyday worlds of their classroom. It argues that Bourdieu’s theory of practice and the concept of habitus may be useful in moving past theory/practice dichotomies. After establishing the historical context for teacher research in South Australia, the work of two school-based literacy educators with an overt social justice standpoint is explored. The complexity of teachers’ intellectual work and identity formation over time is outlined and implications for teacher education are discussed.
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|Item Type:||Journal Article|
|Keywords:||literacy, social justice, practitioner research, habitus, theory, classroom practice, professional identity, teacher-researcher|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Deposited On:||25 Aug 2011 08:15|
|Last Modified:||01 Mar 2012 00:22|
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