Collaborative inquiries into literacy, place and identity in changing policy contexts: Implications for teacher development
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Description
In this chapter we describe a history of collaboration between university-based literacy researchers and school-based teachers in teacher development programs and practitioner inquiries designed to improve literacy outcomes for students living in low-socioeconomic circumstances. We consider how an inquiry stance has informed teachers working for social justice through curriculum and pedagogy designed to connect children’s developing literacy repertoires with their changing material, social and linguistic contexts. We use examples from the practices of two of our long-term teacher-collaborators to show what has been possible to achieve, even in radically different policy contexts, because of teachers’ continued commitment to themes of place and belonging, and language and identity.
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ID Code: | 45725 | ||
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Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||
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Measurements or Duration: | 10 pages | ||
ISBN: | 978-0-415-66970-2 | ||
Pure ID: | 32278319 | ||
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Research Centres > Office of Education Research |
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Copyright Owner: | Copyright 2012 Psychology Press, Taylor and Francis Group | ||
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Deposited On: | 06 Sep 2011 02:11 | ||
Last Modified: | 21 Mar 2024 01:54 |
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