School leadership, literacy and social justice : the place of local school curriculum planning and reform
Woods, Annette F., Dooley, Karen T., Luke, Allan, & Exley, Beryl E. (2013) School leadership, literacy and social justice : the place of local school curriculum planning and reform. In Bogotch, Ira & Shields, Carolyn (Eds.). Springer Publishing Company, New York.
Much of the North American debate over literacy and social justice has been dominated by the state and regional implementation of centralized curriculum programs via No Child Left Behind and Race to the Top legislation. Yet a decade into this approach to ‘closing the gap’ in linguistic/cultural minority and working class schools, there is ample evidence that centralized curriculum dictates and neoliberal accountability measures have had at best mixed results and indeed in many instances negative effects (e.g., Nichols & Berliner, 2007; Luke & Woods, 2009). The school reform literature paints a very different picture, showing that school leadership with a strong focus on curriculum and pedagogy can generate sustainable gains on conventional indicators by students from linguistic/cultural minority and working class backgrounds (e.g., Newmann, and Associates 1996; Ladwig & Gore, 2005). This chapter reviews current work we are undertaking in Queensland, Australia, where some school communities are developing and implementing school-based whole school literacy programs. We document the response of one school community to test-driven accountability pressures. In the approach described here, teachers and researchers worked with the “four resources model” of literacy (Freebody & Luke, 1990), “multiliteracies” and digital and media arts pedagogies (New London Group, 1996), while building substantive links to community knowledge, locally relevant Indigenous knowledge and traditional school subject knowledge.
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|Item Type:||Book Chapter|
|Additional Information:||Submitted to Springer to be published in "International Handbook on School Leadership and Social (in)Justice"|
|Keywords:||School reform, Schooling in low SES areas, Literacy|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)|
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) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
|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
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2012 The Authors|
|Deposited On:||20 Jul 2012 08:54|
|Last Modified:||15 May 2013 19:57|
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