Collaborative inquiries into literacy, place and identity in changing policy contexts: implications for teacher development
Date
2012
Authors
Nixon, H.
Comber, B.
Grant, H.
Wells, M.
Editors
Day, C.
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Book chapter
Citation
Source details - Title: Routledge International Handbook of Teacher and School Development, 2012 / Day, C. (ed./s), Ch.13, pp.175-184
Statement of Responsibility
Conference Name
Abstract
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.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2012 The Author