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Poststructuralism in English classrooms : critical literacy and after

Mellor, Bronwyn & Patterson, Annette J. (2004) Poststructuralism in English classrooms : critical literacy and after. International Journal of Qualitative Studies in Education, 17(1), pp. 85-102.

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Abstract

This paper explores the effects of poststructuralism on the work of two English teachers and writers of classroom texts. It traces aspects of their theoretical and practical engagement with poststructuralism from an initial acceptance of what appeared to promise the possibility of a truly critical practice through ideology critique to a stance that endeavours to include a consideration of the emergence of English pedagogy as well as theories about language and meaning.

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ID Code: 7365
Item Type: Journal Article
Additional Information: This is a pre-print version of the article appearing in the above journal.
Keywords: curriculum and theory, english education, reading in school, teaching reading
DOI: 10.1080/0951839032000150248
ISSN: 1366-5898
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
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) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Divisions: Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2004 Taylor & Francis
Copyright Statement: First published in International Journal of Qualitative Studies in Education 17(1):pp. 83-98.
Deposited On: 04 May 2007
Last Modified: 29 Feb 2012 23:24

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