Language and literacy teachers at the research, policy and practice – UCET Nov 2011

.prezi-player { width: 700px; } .prezi-player-links { text-align: center; } Language and literacy teachers at the research, policy and practice nexus, Dr Carol Azumah Dennis on Prezi

Data analysis: making the ordinary extraordinary

The analysis builds on my previous work regarding quality in teaching language and literacy in which I argued that teachers experienced tensions between quality-as-abstract textualisation and quality-as-an-embodiment. This was connected to how practitioners are required to textualise their experiences in contrast to the embodied actuality of their experiences.  In this analysis I explore further the

skills, practices and sustainable growth

cont/d Skills, practices and sustainable growth In BIS’ strategy paper, ‘Skills for Sustainable Growth’, ALLN policy is entwined within a broader framework of vocational skills. In planning for a world-class skills base, ‘Skills for Sustainable Growth’ views the existence of adults with low-levels of literacy as evidence of school failure requiring an OfSTED led policy

literacy crisis of crisis to austerity

cont/d The paper is written against the backdrop of a policy in decline. Skills for Life, New Labour’s flagship policy emerged from the Moser Report in 1999 (DfEE, 1999) aimed at improving the language, literacy and numeracy skills of the adult population in England with a target of 3.5 million adults to be lifted out

Trainee Skills for Life teachers at the research, policy, practice nexus

Fig 1 Pedagogic subject: constructed by confluence of policy, new learning (diploma), values and beliefs, practice It doesn’t always fit in. It’s great theory; it’s good. You know, we’ve talked about how to contextualise it and the wheel, all of that.  It was very refreshing. But my [manager], all she’s interested in is, ‘Oh! He failed. Can