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ERIC Number: ED444137
Record Type: Non-Journal
Publication Date: 1999-Apr-19
Pages: 12
Abstractor: N/A
Reference Count: N/A
Making Use of Theories about Literacy and Justice: Teachers Re-Searching Practice.
Comber, Barbara
This paper explores the way teachers make use of and work on theory to disrupt and ultimately improve everyday educational practice. The paper argues that teachers working on and with theory can and do generate new forms of educative practices in the field of literacy education, which are based on explicit standpoints towards social justice in specific localities such as diverse and low socioeconomic communities. To make this case and to illustrate particular practices and effects, the paper draws briefly on the author's own history as a teacher-researcher in the 1970s, but mostly it refers to subsequent collaborative research with teachers and the work of two teacher-researchers. According to the paper, use of the phrase "teachers working on and with theory" signals the preference to avoid theory/practice dichotomies generally and also suggests the importance of teacher agency in regards to the production and use of theories. The paper is informed by multiple theories, assembled over time in different professional roles and relationships to research-models of action research and teacher research (Kemmis and McTaggart, 1988), Foucault's (1983, 1984) constitutive theory of discourse, feminist theories of teachers' work (Acker, 1995; Weiler, 1988), and Bourdieu's theory of practice (1977, 1990). (Contains 27 references.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A