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Teachers as bricoleurs : producing plausible readings of curriculum documents

Honan, Eileen 2004, Teachers as bricoleurs : producing plausible readings of curriculum documents, English teaching : practice and critique, vol. 3, no. 2, pp. 99-112.

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Title Teachers as bricoleurs : producing plausible readings of curriculum documents
Author(s) Honan, Eileen
Journal name English teaching : practice and critique
Volume number 3
Issue number 2
Start page 99
End page 112
Publisher Waikato University, School of Education
Place of publication Hamilton, New Zealand
Publication date 2004-09
ISSN 1175-8708
Keyword(s) Bricoleur
rhizotextual analysis
critical literacy
discourse
teacher professionalism
professional practice
Summary This paper describes teachers as bricoleurs who are professionals engaging in rigorous theoretical work as they construct meaningful assemblages of classroom practice. The author uses examples of two teachers taking up critical literacy discourses in their teaching and conversations to explain the construction of the teacher as bricoleur. Drawing on work by Deleuze and Guattari, a rhizotextual analysis of data is undertaken to explain the connections between the disparate discourses used by the two teachers and the documents of the Queensland English Syllabus. This understanding of the professional work of teachers negates assumptions about teachers as atheoretical and blind followers of departmental policies and curriculum directives. The author concludes with a description of one method for giving teachers the time and reflexive space to theoretically engage with issues surrounding their professional practice.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, University of Waikato
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002849

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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