Literacy learning: Designing and enacting inclusive pedagogical practices in classrooms
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Description
In this chapter we detail our understandings of inclusive pedagogical practices that enable all students to assemble complex literate repertoires. We discuss generative concepts from international related literature (eg Au, Dyson, Janks, Luke, McNaughton, Moll, Thomson,). We then present descriptions of two lessons as examples of how inclusive pedagogical practices might look in primary and secondary classrooms. The focus will be on how texts work to represent the world in particular ways and not others – and the implications of this for the inclusion of diverse student cohorts in developing complex literate repertoires.
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| ID Code: | 93658 | ||||
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| Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||||
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| Measurements or Duration: | 27 pages | ||||
| DOI: | 10.1108/S1479-363620150000007009 | ||||
| ISBN: | 978-1-78441-648-5 | ||||
| Pure ID: | 32806424 | ||||
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Schools > School of Cultural & Professional Learning Current > Schools > School of Early Childhood & Inclusive Education |
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| Copyright Owner: | Copyright 2015 Emerald Group Publishing | ||||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||
| Deposited On: | 14 Mar 2016 00:40 | ||||
| Last Modified: | 02 Mar 2024 05:33 |
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