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Heteroglossic spaces : interrogating academic literacies in teacher education

conference contribution
posted on 2004-01-01, 00:00 authored by Brenton DoeckeBrenton Doecke, Alex Kostogriz
This paper explores the challenges of implementing critical writing pedagogy in conditions of increasing cultural and textual uniformity of literacy and emphasises the need for a pedagogy that takes into account the heteroglossic nature of writing space and its relation to the multiple textual practices of students. In practical terms, we argue for such literacy practices in teacher education that would require students not only to understand the complexities of language and literacy but to actively engage them in a diverse range of textual practices that would both stretch their repertoires as language users and sensitise them to the cultural-semiotic diversity of contemporary classrooms. This task becomes more urgent in the current era of standards, accountability and classroom pedagogies that are not attuned to the particularities of students’ textual practices and the communication networks in which they participate.

History

Event

Australian Teacher Education Association. Conference (32nd : 2004 : Bathurst, N.S.W.)

Pagination

167 - 176

Publisher

Australian Teacher Education Association

Location

Bathurst, NSW

Place of publication

[Melbourne, Vic.]

Start date

2004-07-07

End date

2004-07-10

ISBN-13

9780975232415

ISBN-10

097523241X

Language

eng

Notes

This paper is located on the 177th page in the attached link.

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2004, Australian Teacher Education Association

Editor/Contributor(s)

S McLeod

Title of proceedings

ATEA 2004 : Making spaces : regenerating the profession : proceedings of the 2004 ATEA conference 2004

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