Lyn Kerkham

Literacy Assessment That Counts: Mediating, Interpreting and Contesting Translocal Policy in a Primary School.

In Australia, as in many western education systems over the last two decades, discourses of accountability and performativity have reshaped education policy that has in turn reorganised the work of school leaders and teachers. One of the effects of this reorganisation is increased attention to the production, analysis and display of student achievement data. In this paper we examine in detail a sequence of the production and reading of literacy assessment data in a small Catholic school. Our analysis uses institutional ethnographys concept of the ‘active text’, the text as occurring in a specific place and time even as it is articulated to social relations beyond its immediate context. Through this process we learn from those involved how their everyday work brings into being formalised, textually authorised processes in a local site that ensure the school meets accountability requirements, while enabling teachers to resist standardisation of literacy teaching and assessment.

Literacy, Place-Based Pedagogies, and Social Justice

Our long-term program of research has considered the relationships between teachers’ work and identities, literacy pedagogies and schooling, particularly in high-poverty communities. Over the past decade, we have worked with teachers to consciously explore with them the possible productive synergies between critical literacy and place-based pedagogies, and the affordances of multimodal and digital literacies for students’ engagement with the places where they live and learn. These studies have been undertaken with teachers working and living in various locales—from the urban fringe to inner suburban areas undergoing urban renewal, to rural and regional communities where poverty and the politics of place bring certain distinctive opportunities and constraints to bear on pedagogy for social justice. There is now wider recognition that “social justice” may need rethinking to foreground the nonhuman world and the relation between people and politics of places, people, and environments in terms of “eco-social justice” (Green 2010 ; Gruenewald 2003b) or spatial justice (Soja 2011).

The situated cases: Child agency, cultural resources, language

In this chapter, we meet the eight children whose documented lives are the heart of this book. The children are spread across 6 continents, so we have some textual traveling to do. We find each child in a local school. There they venture into literacy along official paths negotiated with their teachers and, also, along unofficial paths tied to their desire for peer companionship and social belonging (Corsaro, 2011; Nelson, 2007). We are most interested in their literate productions—their composing, be it with stick and dirt, pencil, crayons, and paper, tablet computer, or chalk and slate. Each child is a unique story, and each story is told by an author with particular interests in the goings-on in school, that is, with a particular angle of vision. All the authors, though, take us into a child’s educational circumstance; they give us a sense of the school’s physical site and its official curricular guidelines. Most importantly, they collectively allow us a global view of children as symbol users and social participants in the official and the unofficial worlds of school. No matter where young children go to school, they are expected to learn to “write” (although writing, as the cases illustrate, does not always mean “composing”)...