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What Could Socially-just Literacy Instruction Look Like?

Woods, Annette (2012) What Could Socially-just Literacy Instruction Look Like? In Henderson, R. (Ed.) Teaching Literacies in the Middle Years : Pedagogies and Diversity. Oxford University Press, Melbourne, Victoria, pp. 190-207.

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      Abstract

      Schools in Australia today are expected to improve student outcomes in an increasingly constrained context focused on accountability. At the same time as teachers work within these constraints, they are also working to ensure that all students are able to achieve quality outcomes from schooling while dealing with increasing diversity of the student population. So what is a teacher’s role in providing equitable possibilities for all of the students in their care? Teachers are left with the difficult task of balancing the many mandatory requirements placed on them, and on their students, such as gaining improvements on high stakes test scores, with the important work of dealing with individual students and student cohorts in equitable and socially just ways. This impacts on the work of all teachers, however for those teachers working in schools in contexts of complexity and duress these pressures are never greater.

      Impact and interest:

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

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      ID Code: 46287
      Item Type: Book Chapter
      Keywords: social justice, equity, literacy, citizenship, welfare
      ISBN: 9780195575323
      Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)
      Divisions: Current > QUT Faculties and Divisions > Faculty of Education
      Current > Schools > School of Early Childhood
      Copyright Owner: Copyright 2011 Oxford University Press
      Deposited On: 04 Oct 2011 10:43
      Last Modified: 13 Nov 2013 20:37

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