Discursive Constructions of Literacies: Shifting Sands in Aotearoa New Zealand

Autor/inn/en	Sandretto, Susan; Tilson, Jane
Titel	Discursive Constructions of Literacies: Shifting Sands in Aotearoa New Zealand
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 2, S.222-234 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1075472
Schlagwörter	Foreign Countries; Literacy; Educational Research; Educational Practices; Elementary School Teachers; Secondary School Teachers; Interviews; Multiple Literacies; Discourse Analysis; Accountability; Educational Change; Teaching Methods; Teacher Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Diskursanalyse; Verantwortung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Neuseeland
Abstract	Literacy policy and pedagogy in Aotearoa New Zealand have a strong discursive heritage of traditional literacies, which emphasise code breaking and meaning making with linguistic codes and conventions over other possible modes of communication. In a rapidly evolving landscape where changes in communication technologies give birth to new literacies that make use of all the codes we have available for design, we argue teachers need support to augment and (re)conceptualise their literacy conceptions and pedagogy. In this paper we draw on five years of literacy research in Aotearoa New Zealand that supported 34 primary and secondary teachers to critically examine their literacy practices. Foucauldian informed discourse analysis of interview transcripts identified slight shifts in literacy practices, overshadowed by a spectre of accountability that impeded large-scale shift. This work highlights the difficulty of supporting and sustaining change given the global landscape of policy discourses accentuating accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01