Seeing "Things" Differently: Recognition, Ethics, Praxis

Autor/inn/en	Doecke, Brenton; Kostogriz, Alex; Illesca, Bella
Titel	Seeing "Things" Differently: Recognition, Ethics, Praxis
Quelle	In: English Teaching: Practice and Critique, 9 (2010) 2, S.81-98 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Stellungnahme; Foreign Countries; Federal Government; Literacy; Standardized Tests; Elementary Secondary Education; Language Arts; Elementary School Teachers; Role of Education; Cultural Pluralism; Government School Relationship; Teacher Student Relationship; Educational Change; Context Effect; Resistance (Psychology); Australia + Suchen Sie Ihr Suchwort? Ausland; Bundesregierung; Alphabetisierung; Schreib- und Lesefähigkeit; Standadised tests; Standardisierter Test; Sprachkultur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsauftrag; Kulturpluralismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Resistenz; Australien
Abstract	This essay focuses on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia (that is, the National Assessment Program--Literacy and Numeracy, or NAPLAN), and explores the way this reform is mediating the work of English literacy educators in primary and secondary schools. We draw on data collected as part of a research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. These interviews indicate that the introduction of standardised testing does not merely constitute an additional part of teachers' workloads, but that it is having a significant impact on their identity as language educators, their understanding of curriculum and pedagogy, and the relationships they seek to maintain with their students. By introducing the NAPLAN tests, the Australian Federal Government is going down the path of other neo-liberal governments around the world. No doubt the story we tell will be familiar to readers in other countries. Our aim, however, is more than simply to give yet another account of the tensions experienced by committed language and literacy teachers as they implement neoliberal policy mandates. Key questions for us include: Why is the Australian government persisting with such policies, even when they have had such dubious consequences (teaching to the test, dumbing down, and so on.) in other national settings? How might educators resist these reforms? What intellectual resources might enable us to articulate an alternative vision of language education to that imposed by neoliberal reforms? (Contains 1 footnote.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10