QUT ePrints

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. (2014) School Leadership, Literacy and Social Justice : The Place of Local School Curriculum Planning and Reform. In Bogotch, Ira & Shields, Carolyn (Eds.) International Handbook of Educational Leadership and Social (In)Justice. Springer, New York, pp. 509-520.

[img] Submitted Version (PDF 66kB)
Administrators only | Request a copy from author

    View at publisher

    Abstract

    School reform is a matter of both redistributive social justice and recognitive social justice. Following Fraser (Justice interruptus: critical reflections on the “postsocialist” condition. Routledge, New York, 1997), we begin from a philosophical and political commitment to the more equitable redistribution of knowledge, credentials, competence, and capacity to children of low socioeconomic, cultural, and linguistic minority and Indigenous communities whose access, achievement, and participation historically have “lagged” behind system norms and benchmarks set by middle class and dominant culture communities. At the same time, we argue that the recognition of these students and their communities’ lifeworlds, knowledges, and experiences in the curriculum, in classroom teaching, and learning is both a means and an end: a means toward improved achievement measured conventionally and a goal for reform and alteration of mainstream curriculum knowledge and what is made to count in the school as valued cultural knowledge and practice. The work that we report here was based on an ongoing 4-year project where a team of university teacher educators/researchers have partnered with school leadership and staff to build relationships within community. The purpose has been to study whether and how engagement with new digital arts and multimodal literacies could have effects on students “conventional” print literacy achievement and, secondly, to study whether and how the overall performance of a school could be generated through a focus on professional conversations and partnerships in curriculum and instruction – rather than the top-down implementation of a predetermined pedagogical scheme, package, or approach.

    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: 52051
    Item Type: Book Chapter
    Additional URLs:
    Keywords: School reform, Schooling in low SES areas, Literacy
    DOI: 10.1007/978-94-007-6555-9_28
    ISBN: 9789400765542
    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 2014 Springer Science+Business Media Dordrecht
    Deposited On: 20 Jul 2012 08:54
    Last Modified: 22 Jan 2014 12:46

    Export: EndNote | Dublin Core | BibTeX

    Repository Staff Only: item control page