Current studentsExisting staffContact us
 

Getting the big picture : regulating knowledge in the early childhood literacy curriculum

Simple item page
dc.contributor.authorComber, B.M.
dc.contributor.authorNichols, S.M.
dc.date.issued2004
dc.description.abstract<jats:p>As part of the Commonwealth’s drive to enhance Australia’s competitiveness in the global economy, Australia is five years from implementing ‘National Benchmarks’ to leverage measurable literacy outcomes from schools. This ‘back to basics’ agenda is in tension with another drive to foster advanced thinking skills in children. Teachers are being positioned as deskilled technicians on the one hand and model ‘new economy’ workers on the other, whilst working to meet the needs of diverse student populations. This article discusses the impact of these tensions on ‘Riverside Primary School’ located in a culturally diverse, socio-economically disadvantaged suburb of Adelaide. A case study of student–teacher interactions during a literacy lesson is used to illustrate how dominant educational and political discourses operate at a classroom level to construct children as ‘normal’, ‘gifted’ or ‘slow’.</jats:p>
dc.identifier.citationJournal of Early Childhood Literacy, 2004; 4(1):43-63
dc.identifier.doi10.1177/1468798404041455
dc.identifier.issn1468-7984
dc.identifier.issn1741-2919
dc.identifier.orcidComber, B.M. [0000-0002-8364-1676]
dc.identifier.orcidNichols, S.M. [0000-0001-6981-2013]
dc.identifier.urihttps://hdl.handle.net/1959.8/26883
dc.language.isoen
dc.publisherSage Publications
dc.rightsCopyright status unknown
dc.source.urihttps://doi.org/10.1177/1468798404041455
dc.subjectclassroom interaction
dc.subjectearly childhood
dc.subjectliteracy
dc.subjectcurriculum
dc.subjectgiftedness
dc.subjectpedagogy
dc.subjectknowledge
dc.titleGetting the big picture : regulating knowledge in the early childhood literacy curriculum
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9915913235601831

Files

Collections