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Literary Praxis : A Conversational Inquiry into the Teaching of Literature
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ISBN: 9789460915864 Year: 2011 Publisher: Rotterdam SensePublishers

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Becoming a teacher of language and literacy
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ISBN: 1316120872 1316121968 1107590299 Year: 2014 Publisher: Cambridge : Cambridge University Press,

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Becoming a Teacher of Language and Literacy explores what it means to be a literacy educator in the 21st century. It promotes a reflective and inquiry-based approach to literacy teaching and examines three central questions: 1. How do teachers approach the teaching of reading and writing, speaking and listening within a digital age? 2. How do teachers approach the standardisation of literacy, including high-stakes testing? 3. How do teachers work within the framework of the Australian curriculum: English? The book covers a range of contemporary topics in language and literacy education, including reading and creating digital texts, supporting intercultural engagement in literacy education and developing community partnerships. Each chapter features teacher narratives, current theoretical perspectives, examples of practice and reflective questions. The narratives are designed to prompt reflection about teachers' professional practice within local school settings. They convey the voices of teachers as they grapple with the challenges of their professional practice.


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Literary Praxis : A Conversational Inquiry into the Teaching of Literature
Authors: --- ---
ISBN: 9789460915864 Year: 2011 Publisher: Rotterdam SensePublishers

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Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary ˜praxis' that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of ˜praxis' to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). They step back from a judgmental stance, and try to understand what it means to teach literature in other educational settings than their own. The essays in this collection show the complexities of literature teaching as a form of professional praxis, exploring the intensely reflexive learning in which teachers engage, as they induct their students into reading literary texts, and reflect on the socio-cultural contexts of their work.


Book
Literary Praxis : a A Conversational Inquiry into the Teaching of Literature
Authors: --- --- ---
ISBN: 946091585X 9460915868 9786613695857 1280785462 Year: 2011 Publisher: Leiden; Boston : Brill | Sense,

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Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary ‘praxis’ that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of ‘praxis’ to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). They step back from a judgmental stance, and try to understand what it means to teach literature in other educational settings than their own. The essays in this collection show the complexities of literature teaching as a form of professional praxis, exploring the intensely reflexive learning in which teachers engage, as they induct their students into reading literary texts, and reflect on the socio-cultural contexts of their work.


Book
Literary praxis : a conversational inquiry into the teaching of literature
Authors: --- --- ---
ISBN: 9789460915840 Year: 2011 Publisher: Rotterdam Sense,

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Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary 'praxis' that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of 'praxis' to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). (Bron: covertekst)

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