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ERIC Number: ED444136
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 16
Abstractor: N/A
Reference Count: N/A
Professional Bandwagons and Local Discursive Effects: Reporting the Literate Student.
Comber, Barbara
Despite the considerable attention given to literacy assessment, there has been very little examination of one of the most common assessment and reporting practices; namely, the teacher written report card. What kinds of literate subjects are constructed in teachers' written assessments of students and what are the effects for different students? This paper considers what counts officially as literacy in one small school serving a socioeconomically disadvantaged community. Through the examination of teacher written report cards, the paper shows how literacy assessments draw on a multiplicity of discourses in compiling the literate student. In the paper, this analysis indicates the ways in which educational discursive practices have specific local effects on the assessment of children's literacy and consequently on the ways in which students' identities are constituted in terms of success and failure. In particular, the paper traces the primary school career of one student as documented in the report archive. A post-structuralist discourse analysis of the local up-take of forms of "official knowledge" can provide hard insights concerning the differential material effects and unanticipated consequences of discursive practices on students' educational trajectories. Using such an approach in the paper demonstrates how children may be unwittingly disadvantaged despite teachers' best intentions and commitments to progressive pedagogical theories. (Contains 2 figures and 30 references.) (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia