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dc.contributor.authorHunter, Judy
dc.date.accessioned2013-04-24T04:20:01Z
dc.date.available2013-04-24T04:20:01Z
dc.date.copyright2012-05
dc.date.issued2012
dc.identifier.citationHunter, J. (2012). Language and literacy on the ground: disconnects between government policy and employer perspectives. Discourse: Studies in the Cultural Politics of Education, 33(2), 299-311.en_NZ
dc.identifier.issn0159-6306
dc.identifier.urihttps://hdl.handle.net/10289/7520
dc.description.abstractEducation to meet labour market demands and employer needs is a key priority in New Zealand's education policy. Government agendas for language and literacy education align with global discourses that link economic productivity to quality control, standardisation and proceduralisation through close regulation and funding. Yet, the interviews reported on here, involving employers of migrants, show that employers accept a range of linguistic diversity and judge migrant employees in subjective, complex ways. These employers tend to see effective communication as embedded in the cultures and relationships of their workplaces. Yet, they also tend to form negative judgments about employees based on dominant policy discourses and popular images of migrants as Others. The implications challenge government policy but at the same time point to spaces for critical work on change.en_NZ
dc.language.isoen
dc.publisherTaylor & Francis (Routledge)en_NZ
dc.relation.ispartofDiscourse: Studies in the Cultural Politics of Education
dc.subjectliteracyen_NZ
dc.subjectlanguageen_NZ
dc.subjectemploymenten_NZ
dc.subjectmigrationen_NZ
dc.subjectpolicyen_NZ
dc.subjectglobalisationen_NZ
dc.titleLanguage and literacy on the ground: disconnects between government policy and employer perspectivesen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/01596306.2012.666082en_NZ
dc.relation.isPartOfDiscourse: Studies in the Cultural Politics of Educationen_NZ
pubs.begin-page299en_NZ
pubs.elements-id37775
pubs.end-page311en_NZ
pubs.issue2en_NZ
pubs.volume33en_NZ


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