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ERIC Number: EJ832196
Record Type: Journal
Publication Date: 2007-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1175-8708
River Literacies: Researching in Contradictory Spaces of Cross-Disciplinarity and Normativity
Nixon, Helen; Comber, Barbara; Cormack, Phil
English Teaching: Practice and Critique, v6 n3 p92-111 Dec 2007
The educational research and policy scene in Australia over the past decade has featured a number of contradictory developments. National policy has sponsored more interdisciplinary and applied research, while moving down a Research Quality Framework pathway which prioritises measurable quality and impact measures. At the same time, recent international and national policies in literacy education have been dominated by a psychological (rather than socio-cultural) view of literacy, wrapped within a discourse that valorises "evidence-based" practice. As literacy researchers coming from an ethnographic, collaborative and critical tradition, we have had to be strategic to secure funding to continue our research agenda in innovative, ethical and scholarly ways. This paper uses the case of a recent research project to explore some of the ways in which our approaches have been contradictorily positioned within this policy context. (Contains 5 footnotes.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001