2.50
Hdl Handle:
http://hdl.handle.net/2173/80377
Title:
The literacy maze: walking through or stepping round?
Authors:
Haworth, Avril
Citation:
Language and education, 2006, vol. 20, no. 2, pp. 95-109
Publisher:
Routledge
Issue Date:
Mar-2006
URI:
http://hdl.handle.net/2173/80377
Additional Links:
http://www.tandf.co.uk/journals/titles/09500782.asp
Abstract:
Literacy has always been a contested site in primary phase teaching. Internationally, there is a trend towards increased direct government intervention in areas of pedagogy, as well as curriculum. Recently in the UK, national initiatives, designed to raise standards of literacy among the 11-14 age group, have required English teachers to adapt their professional practices to accommodate highly prescriptive curricular and pedagogic directives which, I argue, represent a 'discursive regime' that challenges English teachers to rethink professional identity in relation to 'English' and 'literacy'. Specifically, I explore the rhetorical and professional options available to teacher educators and postgraduate trainee teachers in their initial encounters with such literacy programmes in university and schools. Using Bakhtin's account of 'authoritative' and 'internally persuasive' discourses, I trace the professional self-identifications of a group of English trainee teachers over a period of a year.
Type:
Article
Language:
en
Description:
Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in Language and Education, published by and copyright Routledge.
Keywords:
Secondary English; Beginning-teacher identity; Literacy; Bakhtin; Discursive regimes
ISSN:
0950-0782

Full metadata record

DC FieldValue Language
dc.contributor.authorHaworth, Avril-
dc.date.accessioned2009-09-08T14:45:35Z-
dc.date.available2009-09-08T14:45:35Z-
dc.date.issued2006-03-
dc.identifier.citationLanguage and education, 2006, vol. 20, no. 2, pp. 95-109en
dc.identifier.issn0950-0782-
dc.identifier.urihttp://hdl.handle.net/2173/80377-
dc.descriptionFull-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in Language and Education, published by and copyright Routledge.en
dc.description.abstractLiteracy has always been a contested site in primary phase teaching. Internationally, there is a trend towards increased direct government intervention in areas of pedagogy, as well as curriculum. Recently in the UK, national initiatives, designed to raise standards of literacy among the 11-14 age group, have required English teachers to adapt their professional practices to accommodate highly prescriptive curricular and pedagogic directives which, I argue, represent a 'discursive regime' that challenges English teachers to rethink professional identity in relation to 'English' and 'literacy'. Specifically, I explore the rhetorical and professional options available to teacher educators and postgraduate trainee teachers in their initial encounters with such literacy programmes in university and schools. Using Bakhtin's account of 'authoritative' and 'internally persuasive' discourses, I trace the professional self-identifications of a group of English trainee teachers over a period of a year.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.tandf.co.uk/journals/titles/09500782.aspen
dc.subjectSecondary Englishen
dc.subjectBeginning-teacher identityen
dc.subjectLiteracyen
dc.subjectBakhtinen
dc.subjectDiscursive regimesen
dc.titleThe literacy maze: walking through or stepping round?en
dc.typeArticleen
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