QUT ePrints

Collaborative inquiries into literacy, place and identity in changing policy contexts : implications for teacher development

Comber, Barbara & Nixon, Helen (2012) Collaborative inquiries into literacy, place and identity in changing policy contexts : implications for teacher development. In Day, Christopher (Ed.) The Routledge International Handbook on Teacher and School Development. Psychology Press, Taylor and Francis Group, London.

[img] Accepted Version (PDF 258kB)
Administrators only | Request a copy from author

    View at publisher

    Abstract

    In this chapter we describe a history of collaboration between university-based literacy researchers and school-based teachers in teacher development programs and practitioner inquiries designed to improve literacy outcomes for students living in low-socioeconomic circumstances. We consider how an inquiry stance has informed teachers working for social justice through curriculum and pedagogy designed to connect children’s developing literacy repertoires with their changing material, social and linguistic contexts. We use examples from the practices of two of our long-term teacher-collaborators to show what has been possible to achieve, even in radically different policy contexts, because of teachers’ continued commitment to themes of place and belonging, and language and identity.

    Impact and interest:

    Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

    These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

    Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

    ID Code: 45725
    Item Type: Book Chapter
    Keywords: Literacy, Teacher professional development, Primary literacy curriculum, Literacy and place, Teacher research
    ISBN: 9780415669702
    Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
    Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
    Divisions: Current > Research Centres > Office of Education Research
    Current > QUT Faculties and Divisions > Faculty of Education
    Past > Schools > School of Cultural & Language Studies in Education
    Copyright Owner: Copyright 2012 Psychology Press, Taylor and Francis Group
    Deposited On: 06 Sep 2011 12:11
    Last Modified: 01 Feb 2013 09:43

    Export: EndNote | Dublin Core | BibTeX

    Repository Staff Only: item control page