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Beacons of light, rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times
ARTICLE

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TATE Volume 24, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy.

Citation

Hibbert, K.M., Heydon, R.M. & Rich, S.J. (2008). Beacons of light, rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times. Teaching and Teacher Education: An International Journal of Research and Studies, 24(2), 303-315. Elsevier Ltd. Retrieved August 20, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.01.014

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