Haworth, Avril (2006) The literacy maze: walking through or stepping round? ISSN 0950-0782Full text not available from this repository.
Literacy has always been a contested site in primary phase teaching. Internationally, there is a trend towards increased direct government intervention in areas of pedagogy, as well as curriculum. Recently in the UK, national initiatives, designed to raise standards of literacy among the 11-14 age group, have required English teachers to adapt their professional practices to accommodate highly prescriptive curricular and pedagogic directives which, I argue, represent a 'discursive regime' that challenges English teachers to rethink professional identity in relation to 'English' and 'literacy'. Specifically, I explore the rhetorical and professional options available to teacher educators and postgraduate trainee teachers in their initial encounters with such literacy programmes in university and schools. Using Bakhtin's account of 'authoritative' and 'internally persuasive' discourses, I trace the professional self-identifications of a group of English trainee teachers over a period of a year.
|Additional Information:||Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in Language and Education, published by and copyright Routledge.|
|Divisions:||Legacy Research Institutes > Education and Social Research institute (ESRI) > ESRI Research Group: Early Years, Language and Literacy|
|Date Deposited:||08 Sep 2009 14:45|
|Last Modified:||01 Sep 2016 13:55|
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