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Recontextualisation as a framework for understanding relationships among literacy research, policy and practice

Conference Paper


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Abstract


  • This paper examines the nexus between literacy research, policy and practice from a

    Bernsteinian perspective. There has been increasing concern about incongruent relationships

    among literacy research, policy and practice as evidenced in recent debates about what counts

    as a legitimate model of literacy pedagogy. Whilst documents such as the Teaching Reading

    Report have aimed at establishing priorities for literacy teaching and research, the

    recommendations address only limited aspects of literacy education and do not provide a

    sufficiently comprehensive basis for policy development and classroom practice. There

    appears to be little alignment between most research being conducted by the researchers, the

    policies being proposed by commonwealth and state governments, and what happens in

    classrooms.

    Bernstein¿s theory of the pedagogic device, and more specifically, his concept of

    recontextualisation, provides a means of conceptualising the complex relationships among

    the fields of research, policy and practice. This theoretical framework describes a system of

    rules that regulate the production and reproduction of knowledge. For Bernstein, the

    movement of knowledge from one field to another, for example from literacy research, to

    policy, to practice, occurs through a process of recontextualisation. This process brings about

    changes in power relations and control over pedagogic discourse. Analysis of underlying

    recontextualising principles can thus reveal relationships both within and among the fields of

    literacy research, policy and practice. The usefulness of this framework is then illustrated by

    analyses of recent debates regarding the use of evidence-based approaches to literacy

    teaching in Australia. This paper highlights issues concerning building a literacy curriculum

    that can improve and sustain the literacy attainment of all Australian children.

UOW Authors


Publication Date


  • 2008

Citation


  • Chen, H. & Harris, P. J. (2008). Recontextualisation as a framework for understanding relationships among literacy research, policy and practice. In P. Jeffery (Eds.), AARE International Education Research Conference (pp. 2-16). WWW Version: AARE.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3747&context=era

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/958

Start Page


  • 2

End Page


  • 16

Place Of Publication


  • http://www.aare.edu.au/08pap/code08.htm

Abstract


  • This paper examines the nexus between literacy research, policy and practice from a

    Bernsteinian perspective. There has been increasing concern about incongruent relationships

    among literacy research, policy and practice as evidenced in recent debates about what counts

    as a legitimate model of literacy pedagogy. Whilst documents such as the Teaching Reading

    Report have aimed at establishing priorities for literacy teaching and research, the

    recommendations address only limited aspects of literacy education and do not provide a

    sufficiently comprehensive basis for policy development and classroom practice. There

    appears to be little alignment between most research being conducted by the researchers, the

    policies being proposed by commonwealth and state governments, and what happens in

    classrooms.

    Bernstein¿s theory of the pedagogic device, and more specifically, his concept of

    recontextualisation, provides a means of conceptualising the complex relationships among

    the fields of research, policy and practice. This theoretical framework describes a system of

    rules that regulate the production and reproduction of knowledge. For Bernstein, the

    movement of knowledge from one field to another, for example from literacy research, to

    policy, to practice, occurs through a process of recontextualisation. This process brings about

    changes in power relations and control over pedagogic discourse. Analysis of underlying

    recontextualising principles can thus reveal relationships both within and among the fields of

    literacy research, policy and practice. The usefulness of this framework is then illustrated by

    analyses of recent debates regarding the use of evidence-based approaches to literacy

    teaching in Australia. This paper highlights issues concerning building a literacy curriculum

    that can improve and sustain the literacy attainment of all Australian children.

UOW Authors


Publication Date


  • 2008

Citation


  • Chen, H. & Harris, P. J. (2008). Recontextualisation as a framework for understanding relationships among literacy research, policy and practice. In P. Jeffery (Eds.), AARE International Education Research Conference (pp. 2-16). WWW Version: AARE.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3747&context=era

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/958

Start Page


  • 2

End Page


  • 16

Place Of Publication


  • http://www.aare.edu.au/08pap/code08.htm