Interrogating policy contradictions in literacy reforms about persuasive texts
Exley, Beryl & Mills, Kathy A. (2015) Interrogating policy contradictions in literacy reforms about persuasive texts. In AERA 2015 Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis, 16-20 April 2015, Chicago, Illinois.
Our overarching objective is to demonstrate the political contradictions about about how persuasive texts should be taught in the middle years of schooling, analysing two contradictory Australian wide educational reforms. We consider the complexities of power and access to literacy for students in relation to these reforms about the privileged genre of persuasion. Our work is framed by our appreciation of literacy as a social justice issue, and the notion of students’ pedagogic rights (Bernstein, 2000). Specifically, we introduce and analyse the knowledge and skills about persuasive text sanctioned by the Australian high-stakes test, the National Assessment Program for Literacy and Numeracy (NAPLAN), for students in the middle years of schooling (ACARA, 2013). We compare this to the contemporary emphasis on multimodal persuasive texts sanctioned by the recently released Australian Curriculum English (ACARA, 2014). We conclude our analysis by identifying biases in the structure of particular knowledges and the inherent threats to democracy.
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|Item Type:||Conference Paper|
|Keywords:||Literacy, Persuasive Texts, multimodal, educational reforms|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2015 [please consult the authors]|
|Deposited On:||26 Apr 2015 22:26|
|Last Modified:||14 Sep 2015 02:25|
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