Exploring Critical Literacy in Victoria and Queensland: Affordances, Tensions and Hybridisations

Autor/in	Gutierrez, Amanda
Titel	Exploring Critical Literacy in Victoria and Queensland: Affordances, Tensions and Hybridisations
Quelle	In: English in Australia, 49 (2014) 3, S.33-41 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Critical Literacy; English Instruction; Secondary School Curriculum; Curriculum Development; Ideology; Conflict; Context Effect; Position Papers; Content Analysis; Interviews; Qualitative Research; Case Studies; Teacher Surveys; Teacher Attitudes; Curriculum Research; Educational Policy; Educational Practices; Foreign Countries; Observation; Australia + Suchen Sie Ihr Suchwort? Kritisches Lesen; English langauage lessons; Englischunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ideologie; Konflikt; Positionspapier; Inhaltsanalyse; Interviewing; Interviewtechnik; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Research; Curriculumreform; Forschung; Politics of education; Bildungspolitik; Bildungspraxis; Ausland; Beobachtung; Australien
Abstract	Critical literacy approaches to English teaching have existed in Australia for more than two decades. Despite this, they continue to be criticised by the media, especially during times of perceived "literacy crisis" and curriculum review. In addition, teachers and academics continue to explore their worth and meaning for English teaching contexts. This paper discusses the findings of the research project Critical literacy in Australia: affordances, tensions and hybridisations which investigated constructions of critical literacy in secondary school English curricula and teacher discourse in Australia. Three major themes emerged from the data which provided insights into the state of critical literacy in Australia today. These themes related to the following areas--curriculum affordances of and teacher engagement with critical literacy; the impact of critical literacy discourses on teachers' ideological becoming and hybridisation of critical literacy; and tensions arising from critical literacy pedagogies. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01