The ethical practice of teaching literacy : accountability or responsibility Kostogriz, Alex and Doecke, Brenton 2013, The ethical practice of teaching literacy : accountability or responsibility, Australian journal of language and literacy, vol. 36, no. 2, pp. 90-98. Attached Files Name Description MIMEType Size Downloads Title The ethical practice of teaching literacy : accountability or responsibility Author(s) Kostogriz, Alex Doecke, Brenton orcid.org/0000-0003-2142-8359 Journal name Australian journal of language and literacy Volume number 36 Issue number 2 Start page 90 End page 98 Total pages 9 Publisher Australian Literacy Educators Association Place of publication Adelaide, S. A. Publication date 2013-06-01 ISSN 1038-1562 Keyword(s) standardised literacy testing professional ethics English literacy teachers Notes This article focuses on the recent introduction by the Australian government of standardised literacy testing, and raises questions about the impact of this reform on the professional ethics of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project, involving interviews with teachers about their experiences of implementing standardised testing in Victoria and South Australia that focused on the changing nature of their work practices through the implementation of such tests. The paper traces the ways in which teachers' work is increasingly being mediated by standardised literacy testing to show how these teachers struggle with the tensions between state-wide mandates and a sense of responsibility towards their students. Through an analysis of research data collected in public schools, the paper challenges circumscribed understandings of ethical practice on the part of teachers as a matter of being publicly accountable through mechanisms like the publication of standardised test results. It invokes, instead, a situated notion of professional ethics as responsiveness to those around us. The paper argues the primacy of an ethic of care that cannot be measured, and which is enacted in resistance to the judgments made by standardised tests. Language eng Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) Socio Economic Objective 930301 Assessment and Evaluation of Curriculum HERDC Research category C1 Refereed article in a scholarly journal HERDC collection year 2013 Persistent URL http://hdl.handle.net/10536/DRO/DU:30055129 Document type: Journal Article Collections: Faculty of Arts and Education School of Education   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Sun, 25 Aug 2013, 16:32:28 EST Mon, 26 Aug 2013, 08:47:33 EST Mon, 26 Aug 2013, 14:46:23 EST Mon, 26 Aug 2013, 14:47:51 EST Mon, 26 Aug 2013, 14:49:23 EST Mon, 26 Aug 2013, 14:50:38 EST Mon, 26 Aug 2013, 14:53:22 EST Mon, 26 Aug 2013, 14:54:50 EST Mon, 26 Aug 2013, 14:56:03 EST Tue, 03 Feb 2015, 13:33:36 EST Filtered Full Citation counts:   Cited 28 times in TR Web of Science Cited 27 times in Scopus Search Google Scholar Access Statistics: 685 Abstract Views, 6 File Downloads  -  Detailed Statistics Created: Sun, 25 Aug 2013, 16:32:16 EST by Brenton Doecke