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ERIC Number: EJ962602
Record Type: Journal
Publication Date: 2011-Dec
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1175-8708
Changing Literacies, Changing Populations, Changing Places--English Teachers' Work in an Age of Rampant Standardisation
Comber, Barbara
English Teaching: Practice and Critique, v10 n4 p5-22 Dec 2011
School-age populations in many nations are becoming increasingly diverse (in terms of languages, countries of origin, ethnicity, faith traditions and so on) especially in low socio-economic communities where recent arrivals tend to be accommodated. In Australian classrooms, it is not unusual for a single classroom to include children who speak many different languages. Their family trajectories to their current dwellings and lifeworlds may be very different from each other. Catastrophic weather events and other disasters change the very landscapes in which families and teachers work. At the same time, what constitutes literacy continues to evolve as new technologies and communication media enable different forms of meaning-making. Yet simultaneously, what counts as literacy is increasingly "fixed" by the normative demands of high-stakes, standardised tests. This paper employs Hilary Janks' (2010) synthesis model of critical literacy to explore some of the risk and possibilities for innovative and equitable pedagogy inherent in this contemporary demographic, policy and practice mix. (Contains 1 table and 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:; Web site:
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