Poststructuralism in English classrooms : critical literacy and after
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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|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|
|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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