W. Cumming-Potvin

Scaffolding, Multiliteracies, and Reading Circles.

In this qualitative study, that took place in a coeducational government school in Western Australia, I adopt a social ‐ constructivist perspective of learning (Rogoff, 1990; Vygotsky, 1986) to examine reading in an elementary classroom. The focus of this article is Nicholas, a grade ‐ 7 boy, who was identified as challenged by the literacy curriculum. The analysis utilizes a multiliteracies framework (The New London Group, 2000) and the four resources reading model (Luke & Freebody, 1999) to interpret Nicholas’ progress during reading circles. Results suggest that multiliteracies, which interweave scaffolding, diverse texts, and meaningful tasks, can encourage agency for student learning. Key words: literacy identity, scaffolding, reading, pedagogy of multiliteracies, reading resources model, socio ‐ economically disadvantaged students, school literacy ‐ assessment Dans cette etude quantitative, qui a ete menee dans une ecole gouvernementale mixte en Australie ‐ Occidentale, l’auteure adopte un point de vue socioconstructiviste sur l’apprentissage (Rogoff, 1990 ; Vygotsky, 1986) en vue d’analyser l’aptitude a la lecture dans une classe du primaire. L’article porte essentiellement sur Nicholas, un garcon de 7e annee, aux prises avec des difficultes par rapport au programme de litteratie. L’analyse fait appel a un cadre de multilitteraties (The New London Group, 2000) et a un modele de lecture axe sur quatre ressources (Luke & Freebody, 1999) en vue d’interpreter les progres de Nicholas au cours des cercles de lecture. Les resultats donnent a penser que les multilitteraties, qui combinent soutien a l’apprentissage, textes divers et tâches interessantes, peuvent encourager les eleves a apprendre. Mots cles : litteratie, soutien a l’apprentissage, lecture, pedagogie des multilitteraties, eleves defavorises, evaluation de la litteratie a l’ecole

Teachers' Journeys towards Critical Use of ICT.

Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.

“They Didn't Have Out There Gay Parents—They Just Looked Like Normal Regular Parents”: Investigating Teachers' Approaches to Addressing Same‐Sex Parenting and Non‐normative Sexuality in the Elementary School Classroom

Abstract In this article we draw on queer theoretical and critical literacy perspectives to investigate elementary school teachers’ pedagogical approaches to addressing same‐ sex parenting and non‐normative sexuality in the elementary classroom. Through undertaking case study research, we examine two Australian elementary school teachers’ reflections on using literacy resources in their classrooms which include representations of same‐sex families/relationships. Our overall aim in reporting on this study is to provide further insight into the pedagogical potential for interrupting heteronormativity in the elementary school classroom and within the broader context of English education. Implications of the research for pre‐service teacher education and for the professional learning of teachers more generally are outlined.

Teaching about queer families: surveillance, censorship, and the schooling of sexualities

In this paper, we investigate primary school teachers’ reflections on addressing the topic of same-sex families and relationships in their classrooms. Informed by queer theoretical and Foucauldian analytic approaches, we examine teachers’ potential use of texts, such as picture storybooks, which introduce representations of same-sex relationships and desire. By employing a case-study approach, our aim is to provide insights into the pedagogical decisions and the heteronormative conditions under which three teachers in the Australian context attempt to deal with the topic of same-sex families/relationships. Attention is drawn to the regulatory surveillance of the parental gaze and the silencing and marginalization of sexual identity issues in order to illuminate the ways in which the micro politics of teaching about queer families and relationships are inextricably linked to broader macro processes governing the institutionalizing influences of heteronormativity, heterosexism and homonegativity. Implications for teacher education are outlined.

Teaching about sexual minorities and “princess boys”: a queer and trans-infused approach to investigating LGBTQ-themed texts in the elementary school classroom

ABSTRACT This paper is based on research that is concerned to provide insight into the pedagogical potential for interrupting heteronormativity and addressing the politics of gender expression/embodiment in the elementary school classroom. It is informed by an engagement with queer and trans theoretical literature that raises questions about restrictive social systems governing thought regarding gendered and sexual regulatory norms. The focus is on examining pedagogical matters related to both interrupting heteronormativity and addressing what comes to be recognized as a viable gendered personhood through employing Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ)-themed texts in schools. The paper concentrates on investigating the insights of one queer-identifying elementary school teacher as she reflects on the pedagogical potential of deploying literacy resources for discussing themes such as same-sex families and relationships, and transgendered and gender diverse subjectivities in the classroom. The study builds on research by Caitlin Ryan, Jasmine Patraw, Maree Bednar, Mollie Blackburn, and J.F. Buckley to highlight both the possibilities and limits faced by this teacher in dealing with sexual minority issues and diverse gender identities and expressions as part of the everyday school curriculum. Implications of the research for pre-service teacher education and for the professional learning of teachers more generally are outlined.

Australian perspectives: Community building through intergenerational exchange programs

This paper explores the concept of intergenerational exchange as a vehicle for community building in Australia. Drawing on document analysis, focus groups, and in-depth study of four intergenerational programs, the research examines the benefits and constraints of intergenerational exchange and the relationship between intergenerational programs and their potential to foster resilience, enhance social connection, and build individual and community capacity. Findings reveal that in intended and unanticipated ways, young and older Australians benefit from intergenerational exchange. The multidimensional nature of intergenerational exchange promotes broad social networks and a means for developing substantive relationships between the young and other community members.

Teaching about “Princess Boys” or Not The Case of One Male Elementary School Teacher and the Polemics of Gender Expression and Embodiment

In this article, we deal with the politics of gender embodiment and the significance of queer sociological and transgender theoretical perspectives for reflecting on the pedagogical implications of employing texts such as “My princess boy” to address questions pertaining to the livability and recognizability of differently gendered identities in the elementary school context. We draw specifically on the theoretical work of Judith Butler and Deborah Britzman to examine important questions related to the pedagogical implications for one male teacher in terms of what counts as a viable, recognizable, and legitimate gendered identity. Through adopting a case study approach, our purpose is to unravel and unpack the politics of gender embodiment, especially in terms of addressing the thinkability and admissibility of gender variant and transgender personhood in the elementary school classroom and what this might entail with regard to deploying reading practices as sites of identificatory possibilities or not.

“New basics” and literacies: deepening reflexivity in qualitative research

Purpose – With particular reference to insider/outsider qualitative research, the purpose of this paper is to present new understandings about the concepts of literacy and reflexivity, which go against the grain of technical approaches currently privileged under neo‐liberal education systems.Design/methodology/approach – The paper draws on theoretical considerations and empirical data from a qualitative study in literacy education to examine the concept of researcher reflexivity. With multiple methods such as focus groups, on‐line discussions, shared literacy experiences, and researchers reflections, the qualitative approach was appropriate to unveil thick descriptions of phenomena.Findings – Information from the literature, theoretical framework and transcript analysis is synthesized to present an innovative way of approaching reflexivity in qualitative research, to acknowledge: theory, power, discomfort; and personal, historical, political and sociocultural influences.Research limitations/implications ...

A Sociocultural Analysis of Language Learning: New Forms of Literacy Practices in a Language and Culture Awareness Programme.

This paper reports on a sociocultural study conducted in a Catholic primary school in the Australian outback and provides insights into how policy related to Languages Other Than English (LOTE) programmes is implemented in a specific location and interwoven within the literacy practices of children, parents and teachers. A case study that tracked a Year Four students learning and development during a Language and Culture Awareness Programme is discussed within a discourse of cultural and linguistic practices. Significant aspects of the students learning related to a phenomenon called multi-tiered scaffolding temporarily disrupted the established literacy practices in the school community. Implications of the research for second-language teaching and learning in Australian primary schools are elaborated.

‘Effeminate arty boys and butch soccer girls’: investigating queer and trans-affirmative pedagogies under conditions of neoliberal governance

Abstract In this paper, we draw on conversations with two English teachers in an Australian government speciality arts focused school to investigate possibilities for envisaging trans-affirmative and queer pedagogies in the classroom. It draws from two studies that are concerned to investigate how gender and sexually diverse students are being supported in the education system. Our study employs queer and trans-informed epistemological insights into the pedagogical limits of heternormativity and cisgenderism in high schools. The data involved engaging with teachers who responded to a range of multi-literacy resources that addressed the politics of queer and trans representation, recognition and visibility in their classrooms. We tease out several themes which pertain to the institutionalisation of heteronormativity and cisgenderism, and how it is entwined with neoliberal governance in one particular case study school. Our purpose is to illustrate how this gender and sexuality politics works in tandem with a particular manifestation of neoliberal governance in the public education system, and plays into a specific policy discourse with particular consequences for schools, students and teachers in terms of impression management and its calculative and performative effects.