Item

Discursively complex identities of New Zealand teachers of writing in times of contestation and change

Abstract
Changes in political, social and educational curriculum policies over the past four decades have created discursive shifts in writing theory and practice for New Zealand primary teachers. While these policies have historically privileged a particular view of writing over others, very little is known as to how teachers engage with experienced discourses of writing. Three broad conceptual metaphors, taking a ‘writer’, ‘text’ and ‘social’ perspective, frame the writing theories and practices and provide a context for the development of heuristic markers used to analyse the teachers’ interviews. Discourse analysis revealed teachers’ complex identities and knowledge or lack of, available writing discourses.
Type
Journal Article
Type of thesis
Series
Citation
Dix, S. (2012). Discursively complex identities of New Zealand teachers of writing in times of contestation and change. Teaching and Teacher Education, 28(3), 405-417.
Date
2012
Publisher
Elsevier
Degree
Supervisors
Rights