Writing and Dialogue in, and around, a Senior Secondary Literature Classroom

Autor/inn/en	Bellis, Natalie; Garcia, Jessica
Titel	Writing and Dialogue in, and around, a Senior Secondary Literature Classroom
Quelle	In: Changing English: Studies in Culture and Education, 25 (2018) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bellis, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2017.1394177
Schlagwörter	Literature; High Stakes Tests; Teaching Methods; Autobiographies; English Teachers; High School Seniors; Student Attitudes; Teacher Attitudes; Letters (Correspondence); Standards; Educational Change; Foreign Countries; Poetry; Writing (Composition); Secondary School Teachers; English Instruction; Australia + Suchen Sie Ihr Suchwort? Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Autobiography; Autobiografie; Autobiographie; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Brief; Standard; Bildungsreform; Ausland; Lyrik; Poesie; Schreibübung; English langauage lessons; Australien
Abstract	The tradition of teachers engaging in narrative-based inquiry is now well established, as is its value for creating situated knowledge about teaching. This reflexive autobiographical article weaves together narrative accounts around a senior literature classroom environment. The article features two voices: a teacher (Natalie Bellis) and a Year 12 literature student (Jessica Garcia). Through this process of narrative inquiry, the teacher reflects on her experiences of exploring literary texts with senior students within a landscape of high-stakes assessment. In this way, the teacher engages with Dorothy Smith's notion of "writing the social," by using narrative to illuminate and critically inquire into the lived experience of teaching and learning. The motif, or thread, that binds these three narrative accounts is the act of letter-writing, which serves as a metaphor for the foregrounding of the personal within a context that is shaped by external forces that can result in conformity and generality. This tension between the "local actualities" of experiences and the institutional structures that govern them is theorised using de Certeau's metaphor of the city map. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01