Literate or Illiterate? Seeking the Literate Student in Government Policy

By Debra Edwards.

Published by The International Journal of the Book

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Article: Print $US10.00
Article: Electronic $US5.00

In this paper I intend to critically examine the discursive accounts of literacy, and of the successful literate student, within the Australian Federal language and literacy policy documents of the last three decades. The purpose of the critical examination is to clarify the policy outcome intentions in terms of how literacy and the successful literate student were conceptualised, and the shifts within and between the policy documents. A critical discourse analysis lens is used in order to discover how the constructions of literacy and the successful literate student within the policy had potential for rich inclusive literacy pedagogy or for a narrow pedagogy that advantaged certain forms of literacy as successful and valued.

Keywords: Literacy, Policy, Critical Discourse Analysis

International Journal of the Book, Volume 8, Issue 4, pp.81-92. Article: Print (Spiral Bound). Article: Electronic (PDF File; 2.490MB).

Debra Edwards

Lecturer, Faculty of Education, La Trobe University, Bendigo, Victoria, Australia

Debra Edwards is a lecturer in English and Literacy Education, Faculty of Education, La Trobe University, Australia. She has previously taught in primary, special education, alternative settings, and Reading Recovery. Her current research focuses on analysis of language and literacy policy using a Critical Discourse Analysis lens.

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