The Sophisticated Literacy Practitioner and the Global Pandemic

Autor/inn/en	Downes, Lynn; Brosseuk, Deb
Titel	The Sophisticated Literacy Practitioner and the Global Pandemic
Quelle	In: Australian Educational Researcher, 49 (2022) 2, S.347-365 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Downes, Lynn) ORCID (Brosseuk, Deb)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00450-y
Schlagwörter	Literacy Education; COVID-19; Pandemics; Foreign Countries; Educational Practices; Educational Planning; Discourse Analysis; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Bildungsplanung; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Negative portrayals in the Australian media situate teachers as a problem and teaching as a deficit practice. Society is positioning teachers, especially teachers of literacy, as the reason for poor student performance. In addition, negative media discourse around deficit initial teacher education, especially with regard to the teaching of reading and writing, is adding to the overall assumption that teachers of literacy are failing. This article highlights instances of teacher practice by literacy teachers during the global pandemic of COVID-19 which oppose the 'problem teacher' discourse. Snowball sampling was used to garner seven early years and primary school teachers for interviews, focussing on teacher perceptions of multimodal texts. A Foucaultian lens of governmentality and power and Fairclough's approach to Critical Discourse Analysis (CDA) were used as lens and method of analysis. The findings of this study indicate that these participant teachers have been sophisticated practitioners in their planning and practice during the pandemic, despite the institutional barriers and extreme disruptions experienced. On reflection, therefore, the constructed societal discourse around 'problem teachers' needs to be reviewed and adjusted. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01