Telling stories: my work as a literacy intervention teacher Illesca, Bella 2007, Telling stories: my work as a literacy intervention teacher, English teaching : practice and critique, vol. 6, no. 3, pp. 148-161. Attached Files Name Description MIMEType Size Downloads Title Telling stories: my work as a literacy intervention teacher Author(s) Illesca, Bella Journal name English teaching : practice and critique Volume number 6 Issue number 3 Start page 148 End page 161 Total pages 14 Publisher University of Waikato : School of Education Place of publication Hamilton, New Zealand Publication date 2007-12 ISSN 1175-8708 Keyword(s) Narrative inquiry English language and literacy Professional identity Professional knowledge Summary This text is a “narrative inquiry” (Clandinin and Connelly, 2000) in which the author presents an account of her experiences as an English teacher working in an Australian public secondary school. The author explores the ways in which her beliefs as an English teacher conflicted with her role as a Literacy Co-ordinator/teacher and how — even though she may have consciously questioned and resisted performing certain ideological work, such as administering standardised tests and sorting students into remedial groups — there was still a sense in which government policies mediated her professional practice, transforming it into something with which she remained deeply at odds. The author's aim was not just to provide an empirical account of how students and teachers experienced these literacy initiatives, but to capture the dominant ideology that is shaping education at the current moment. This is done by examining the Victorian government school publication, Education Times, specifically to demonstrate how the rhetoric of this official publication shaped the author's professional practices and knowledge as an English teacher. Through this narrative the author interrogates taken-for-granted understandings about what counts as “knowledge” in an age of increasing accountability. Language eng Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) Socio Economic Objective 930201 Pedagogy HERDC Research category C1.1 Refereed article in a scholarly journal Persistent URL http://hdl.handle.net/10536/DRO/DU:30059961 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 23 Jan 2014, 15:01:37 EST Thu, 23 Jan 2014, 15:05:11 EST Thu, 23 Jan 2014, 15:06:50 EST Filtered Full Citation counts:   Cited 2 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 60 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Thu, 23 Jan 2014, 15:01:32 EST by Leanne Swaneveld

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