Interrogating policy contradictions in literacy reforms about persuasive texts
Conference item
Exley, Beryl and Mills, Kathy. (2015) Interrogating policy contradictions in literacy reforms about persuasive texts. 2015 annual meeting of the American Educational Research Association. United States of America: American Educational Research Association. pp. 1 - 8
Authors | Exley, Beryl and Mills, Kathy |
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Abstract | Founded on an appreciation of literacy as a social justice issue, we examine two forms of knowledge about persuasive texts. The first form of knowledge, immortalised as a writing task in the Australian national high-stakes assessment task, adopts the Toulmin (2003) model of persuasive text. However, privileging this model fails to provide access to the texts of modern institutions. We thus consider another form of knowledge, that which draws on the field of linguistics, and extends to a more nuanced metalanguage for multimodal text design. We conclude by considering how each form of persuasive text knowledge contributes to developing the minimum conditions of democracy: the right to individual enhancement, social inclusion and political participation (Bernstein, 2000). |
Year | 2015 |
Publisher | American Educational Research Association |
Web address (URL) | http://www.aera.net/repository |
Page range | 1 - 8 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/8q74w/interrogating-policy-contradictions-in-literacy-reforms-about-persuasive-texts
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