Reading the Word Instead of the World: GCSE English Re-Sits and the Divorce of Literacies from Their Lifeworld Use

Autor/in	Veitch, Rose
Titel	Reading the Word Instead of the World: GCSE English Re-Sits and the Divorce of Literacies from Their Lifeworld Use
Quelle	In: Changing English: Studies in Culture and Education, 29 (2022) 2, S.124-140 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2021.2024427
Schlagwörter	Foreign Countries; Underachievement; Educational Policy; High Stakes Tests; Exit Examinations; Secondary Education; Literacy; Language Tests; English Literature; English Teachers; Teacher Attitudes; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Performance deficiency; Leistungsschwäche; Politics of education; Bildungspolitik; Final examination; Abschlussprüfung; Sekundarbereich; Alphabetisierung; Schreib- und Lesefähigkeit; Language test; Sprachtest; Englische literatur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	This paper explores GCSE English re-sits in post-16 education. The re-sit policy was introduced in England and Wales to improve national literacy rates, yet persistently poor pass rates have drawn robust criticism of the policy. This article argues that traditional discourses of literacy predominate and contribute towards antagonisms between re-sit students and subject English. The high-stakes nature of the qualification and associated performativity pressures compound the difficulties. High levels of test-teaching and technique-spotting impair the ambit of the GCSE re-sit programme to deliver the type of literacy which the policy purports to improve. This autoethnographic study correlates the GCSE re-sit landscape with Paulo Freire's 'banking model' of education and uses the work of The New Literacies Studies to suggest that dominant "autonomous" discourses of literacy are impeding educators' appreciation of literacies as situated practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01