http://nova.newcastle.edu.au/vital/access/services/Feed ${session.getAttribute("locale")} 5 http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:11660 This study builds on and contributes to work around Multiliteracies approaches to literacy education. Although multiliteracies has been well-theorised in recent years, few studies have researched the practical aspects of developing a curriculum of multiliteracies where students engage in transformed practice through multimodal design. This presentation demonstrates multiliteracies as a transdisciplinary curriculum practice, drawing on data from a 3-year study in an urban middle school in the United States. The data moves the field of literacy research forward by describing how students move beyond engaging in critique to multimodal design of a variety of school and media texts. Employing Bourdieusian concepts of social capital and academic field, the struggles around learning to inhabit certain school discourses are explored. The study elaborates the implications for educational research and teacher education. 2012-10-08T05:29:56.250Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9998 We thank the Pedagogies editors for publishing Fabos’s response and offering us a chance to reflect in kind on her reading of our article. We agree with many of her observations. Perhaps some brief clarifications are in order before we take up the substantive issues she raises in her critique. We hope to contribute some interesting lines of speculation and inquiry for readers of this issue and to justify the editors’ invitation to have this dialogue. 2012-02-09T22:50:03.735Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9590 This paper considers the problematic enactment of instructional innovations. We examine how different interpretations of “success” might be explained within a frame of reference that confronts the complexities of and uncovers the contingencies relating to educational policy implementation in schools. Based on the detailed description and comparison of three different educational innovations developed and implemented in the same educational context — Singapore — we show how the intricate and delicate interrelationships that exist within and across adopters, innovators and environments influence what might be reasonably expected and achieved from specific innovation initiatives. By doing so, we hope not only to test Cohen and Ball’s framework and conjectures but also lay the groundwork for future comparative work on innovation design and evaluation, moving the research agenda forward by critically examining reasonable expectations for educational innovation. 2011-12-05T05:20:04.011Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:7746 Combining two metaphors we argue that apart from official educational policy, there exists a palimpsest of cumulatively added prior policies sedimented in teachers' pedagogy, in addition to quasi-official phantom policies formed at the local level. We argue that these affect teachers' practices and beliefs in ways that may run counter to the desire of policy-makers to change educational regimes. Using research from a two-year long professional development project with teachers from two Singaporean secondary schools, we contend that while the top is busily redesigning the education system in general, and language and literacy teaching in particular, in ways that foster enquiry and higher-level work with a wide range of texts, in the micro-context of the classroom a long-standing instrumentalist logic prevails. We conclude that innovators need to be very cognisant of the legacy of past written and unwritten policies embedded in teachers' practices and beliefs when planning and engaging in professional development work. 2011-05-20T05:50:09.157Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:6752 Literacy education is indeed at a historical crossroads. If we are to take educational policymakers, politicians and the media at their word, it is the same old great debate replayed over and over again: declining standards, loss of the literary canon, troubled and unruly students, irresponsible parents and overly permissive teachers. Bourdieu's trenchant vocabulary for talking about the systems of unequal and inequitable exchange in language and pedagogy, material and symbolic resources is more relevant than ever. From the French postwar system that he and Claire Kramsch (Ch. 3) experienced, to the worlds of inner-city students and migrants described here (Hill, Ch. 8; Grant and Wong, Ch. 9; Pahl, Ch. 10; Zacher, Ch. 13; Curry, Ch. 14), to Canadian workers described by Heller (Ch. 4), to those linguistic minorities subjugated by hegemonic monolingualism (Uhlmann, Ch. 6; Goldstein, Ch. 11) - the matter still is one of reproduction and counter-reproduction. As these chapters show, this is not a matter of an iron-cage structuralism of class, gender, and cultural reproduction. It is a complex system of generational and intergenerational exchanges of capital, the ongoing interplay of positions and position-taking in relation to the structuring fields of school, workplace, civic, and media cultures. Concurrently, the digitalization of text production has altered what counts as literacy in many ways, and the use of online representational forms is supplanting, augmenting, and appropriating print per se, altering its author/reader relations of exchange (Pahl, Ch. 10; Rowsell, Ch. 12; Dressman and Wilder, Ch. 7). This is to say nothing of the impact of cinema, video, and online texts on emergent claims about what might influence and reconstitute the canonical elements of the quality children's literature, academic study, and class-based literary taste. That is, the developmental sequences and systems of exchange that are hallmarks of the old literacy are being disrupted by convergence and crossover with the new literacies, even as schools and systems offer bare-bones policy and curricular attempts to incorporate new modes of representation and forms of life. The chapters that follow reveal openings for rethinking and moving beyond binary accounts of agency and reproduction in education. They exemplify how his concepts can be productively used to rethink literacy education in all its various manifestations as a field of practice. Adopting a strongly theorized Bourdieusian stance within our field is a strategic move. It is a continuing challenge to researchers and teachers to objectify and reflexively question the relations of class, exploitation, and inequality. 2010-09-19T23:50:01.288Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:6344 Although multiliteracies have been well theorised in recent years, few studies have researched the practical aspects of developing a curriculum of multiliteracies. This article examines multiliteracies as a crossdisciplinary curriculum practice, drawing on data from a 3-year study in an urban middle school. The data show possibilities for students to engage in critique and to move toward designing multimodal texts. Using Bourdieusian concepts of social capital and academic field, we explore the struggles around learning to inhabit certain school discourses. 2010-05-25T05:30:05.700Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:6283 Bourdieu's reflexive sociology may assist in understanding what to many seems a dramatic shift in US education policy. Yet, the current Bush administration's NCLB-related initiatives may be understood as a part of an ongoing development in the American policy field over the past 30 years. As Ladwig (1994) argues, "the 1980s' educational policy reforms [in the US] reveal the maturation of the historically rooted social field of education policy... [and American] educational policy has historically developed its own relative autonomy and carries its own rewards" (p. 342). And contrary to the hopes of many who have attempted to influence policy from the outside, since policy initiatives are rarely, if ever, declared successful in terms of effectively changing educational practice, policy effectiveness would be better described in terms of contests within the policy Geld itself. I argue that Ladwig's (1996, 1998) Bourdieusian analysis may help account for how progressive and radical literacy education researchers and practitioners have had so little influence over current American literacy education policies. Weaker linkages between policy and practice than many of them have generally assumed may explain why they have over the past 30 years failed to influence the American education policy field in general. Also, progressive and radical literacy education researchers and practitioners' strategies to affect policy may have exacerbated literacy education's weakening relative autonomy vis-a-vis the policy Geld. Outside the US, inter- and intra-field relations of the social fields of practice and policy in literacy education may be quite different. My analysis might resonate with similar contentious relations between literacy education policymakers and researchers and practitioners in other countries. 2010-05-20T05:50:01.167Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:6279 Presenting some of the varied readings of Pierre Bourdieu's work, I will try to show how the utility of Bourdieusian research and theorizing has not been fully appreciated. I outline and question critiques of Bourdieu's reflexive sociology, especially the assertion that it is ultimately a reproductionist stance, not able to account for agency and change. Within this survey I focus on the contribution his sociology has made to various fields of academic inquiry, including literacy education. I will attempt to make the case that Bourdieu's evolving research and theorizing is more generative than may have been allowed by some and within it there are productive opportunities to extend his work in literacy research and practice. Here I focus on theorizing and research with fully developed Bourdieusian frameworks. Many more have appropriated piecemeal, selected concepts; for example, taking up notions of capital and ignoring habitus and field. Tracing the trajectory of uses and critiques of Bourdieu's reflexive sociology may be helpful in appreciating the possibilities it brings to educational research and theorizing. 2010-05-20T05:40:01.921Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:6278 In this volume scholars from around the world focus on how a Bourdieusian stance can enable a powerful socicultural and cultural analysis of literacy education theory and practice and serve as an effective tool in analyzing relations of hierarchy and domination. Although there has been a growing body of Bourdieusian-inspired research in various sectors of education, this book is the first to present both theoretical and practical articulation of his ideas in the field of literacy education. It brings together three major clusters of work: Rethinking of the doxa of the social fields of language and literacy education Explorations of alternative objectifications of educational fields forming around cultural and linguistic minorities, new media and technologies. Studies on the formation of the literate habitus in homes and classrooms, curriculum and schooling, and addresses theoretical, policy and practical directions. 2010-05-20T05:40:01.916Z ]]>