For Verhoeven, L., & Pugh, K., & Perfetti, C (forthcoming), Cross-linguistic perspectives on literacy education. Cambridge, UK: Cambridge University Press., 2017
Educators in Australian schools encounter opportunities and challenges comparable in kind to thos... more Educators in Australian schools encounter opportunities and challenges comparable in kind to those encountered by many of their colleagues in other settings. They work in the midst of growing diversity among students, communities, and workplaces, uncertain support from governments in changeable times, the uneven quality of teacher education and professional learning, and ongoing debates over pedagogy and assessment, and over the role of research in improving their students’ learning. But Australian educators also encounter opportunities and challenges that are distinct, or at least inflected in particularly demanding or consequential ways. We aim here to outline some of these, focusing in large part on the less frequently discussed challenges and opportunities presented by Aboriginal and migrant education.
In a piece of this scale we can hope to provide only a sampler of issues, of researchers and scholars who have productively addressed focal ideas, and of developments from other countries that have influenced the course of that work. We first sketch some prominent features of the demographic and administrative characteristics of Australian education. We then describe the challenges and opportunities presented to research, practice, and policy by educational engagements with Aboriginal and migrant communities, and the often noteworthy but generally patchy track-record of achievements arising from those engagements. Along the way we outline some recommendations arising from lessons this track-record may provide about literacy’s relationship to languages, to pedagogical practices, to policy formation and maintenance, and to the educational research environment. We then summarize international views of Australian literacy education, largely based on research from the Organization for Economic and Cultural Development (henceforth OECD), and the particular nature and history of the diverse research traditions that have substantially informed Australian literacy education. We conclude with some brief observations and lessons about the research, policy and media environments that literacy inhabits, as an object of, respectively, inquiry, regulation, and anxiety.
Bookmarks Related papers MentionsView impact
Uploads
Papers
In a piece of this scale we can hope to provide only a sampler of issues, of researchers and scholars who have productively addressed focal ideas, and of developments from other countries that have influenced the course of that work. We first sketch some prominent features of the demographic and administrative characteristics of Australian education. We then describe the challenges and opportunities presented to research, practice, and policy by educational engagements with Aboriginal and migrant communities, and the often noteworthy but generally patchy track-record of achievements arising from those engagements. Along the way we outline some recommendations arising from lessons this track-record may provide about literacy’s relationship to languages, to pedagogical practices, to policy formation and maintenance, and to the educational research environment. We then summarize international views of Australian literacy education, largely based on research from the Organization for Economic and Cultural Development (henceforth OECD), and the particular nature and history of the diverse research traditions that have substantially informed Australian literacy education. We conclude with some brief observations and lessons about the research, policy and media environments that literacy inhabits, as an object of, respectively, inquiry, regulation, and anxiety.
In a piece of this scale we can hope to provide only a sampler of issues, of researchers and scholars who have productively addressed focal ideas, and of developments from other countries that have influenced the course of that work. We first sketch some prominent features of the demographic and administrative characteristics of Australian education. We then describe the challenges and opportunities presented to research, practice, and policy by educational engagements with Aboriginal and migrant communities, and the often noteworthy but generally patchy track-record of achievements arising from those engagements. Along the way we outline some recommendations arising from lessons this track-record may provide about literacy’s relationship to languages, to pedagogical practices, to policy formation and maintenance, and to the educational research environment. We then summarize international views of Australian literacy education, largely based on research from the Organization for Economic and Cultural Development (henceforth OECD), and the particular nature and history of the diverse research traditions that have substantially informed Australian literacy education. We conclude with some brief observations and lessons about the research, policy and media environments that literacy inhabits, as an object of, respectively, inquiry, regulation, and anxiety.