Literacy teachers as reflexive agents? Enablers and constraints

Ryan, Mary and Barton, Georgina (2018) Literacy teachers as reflexive agents? Enablers and constraints. The Australian Educational Researcher. ISSN 0311-6999

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Abstract

The recasting of education as an economic rather than a social good means that governments around the world will continue to pursue agendas to show that schooling systems are effective in raising standards. Literacy is a key area of comparison on the world stage, placing literacy educators under enormous pressure to perform in this culture of accountability and visibility. We use Archer’s theory of reflexivity and morphogenesis to identify the work of nine literacy teachers and leaders in Australia as both enabling and constraining with personal, structural and cultural emergent properties needing to be constantly negotiated. Our findings show that mediation of these emergent properties occurred in different ways. Mostly teachers acted in ways that accepted ‘the way things are’ rather than mobilising as corporate agents or social actors to enact change. We argue that literacy educators can find ways to harness enablements to reclaim their professional autonomy.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 29 August 2019. Accepted version embargoed until 1 September 2020 (12 months from online publication), in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Date Deposited: 24 Oct 2019 23:50
Last Modified: 28 Oct 2019 01:56
Uncontrolled Keywords: literacy, teachers, agency, reflexivity
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Identification Number or DOI: 10.1007/s13384-019-00349-9
URI: http://eprints.usq.edu.au/id/eprint/33682

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