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Interrogating the discourse of 'social literacies' in an era of uncertainty

Allard, Andrea and Johnson, Evelyn 2002, Interrogating the discourse of 'social literacies' in an era of uncertainty, in AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers, Australian Association for Research in Education, Coldstream, Vic., pp. 1-16.

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Title Interrogating the discourse of 'social literacies' in an era of uncertainty
Author(s) Allard, Andrea
Johnson, Evelyn
Conference name Australian Association for Research in Education. Conference (2002 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 1-5 December 2002
Title of proceedings AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers
Editor(s) Jeffrey, Peter L.
Publication date 2002
Start page 1
End page 16
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary Originally, the term 'social literacies' was used to suggest the skills, knowledge and processes for addressing multicultural teaching and learning (Kalantzis and Cope, 1983). The meaning of the phrase has since evolved to encompass widely different concepts, including for example, social 'competencies', and/or citizenship education (eg., Arthur & Davison, 2000). Clearly the discourse around 'social literacies' is shifting in response to changing educational policies, both nationally and internationally.

In this paper, we examine how constructs of 'social literacies' have been and might be deployed. Building from a review of the policy, program and theoretical literature, we pose questions concerning how 'social literacies' might be used to interrogate and rework relations, especially those of gender and culture. Questions to be considered include: will the concept of 'social literacies' enable us to better understand the processes of identity and community formations in this era of uncertainty? Which knowledges and skills are identified in the literature and positioned as critical in establishing 'productive' social relations/literacies? Additionally, we begin to theorise the degree to which such constructions of 'social literacies' might enhance and/or limit quality learning at the tertiary levels of teacher education.
Notes Reproduced with the specific permission of the copyright owner.
ISSN 1324-9320
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2002, Allard and Johnson
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013848

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.