1,525
Views
0
CrossRef citations to date
0
Altmetric
Articles

A subversive pedagogy to empower marginalised students: an Australian study

ORCID Icon & ORCID Icon
Pages 116-131 | Received 31 Jan 2022, Accepted 24 Jan 2023, Published online: 02 Mar 2023

References

  • ACARA. (2021). National assessment program literacy and numeracy: National report for 2021. https://nap.edu.au/docs/default-source/default-document-library/2021-naplan-national-report.pdf.
  • Ainley, J., Macaskill, G., & Thomson, S. (2022). Within and between school variation in achievement on the Programme for International Student Assessment (PISA) in Australia: PISA Australia Technical Paper. ACER. https://research.acer.edu.au/ozpisa/54
  • Barbash, S. (2012). Clear teaching: With direct instruction, Siegfried Engelmann discovered a better way of teaching. E. C. Foundation.
  • Bernstein, B. (1990). Class, codes and control, Volume 4: The structuring of pedagogic discourse. Routledge.
  • Bernstein, B. (1999). Official knowledge and pedagogic identities. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 246–261). Cassell.
  • Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (2nd ed.). Rowman & Littlefield.
  • Bourne, J. (2004). Framing talk: Towards a ‘radical, visible pedagogy’. In J. Muller, B. Davies, & A. Morais (Eds.), Reading Bernstein, researching Bernstein (pp. 63–74). Routledge Falmer.
  • Brooks, M. G., & Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, 57(3), 1–8.
  • Bruner, J. S., & Watson, R. (1983). Child's talk: Learning to use language. Oxford University Press.
  • Christie, F. (1999). Pedagogy and the shaping of consciousness: Linguistic and social processes. Continuum.
  • Clinton, J., & Dawson, G. (2017). Evaluation of the flexible literacy for remote primary schools program. University of Melbourne Centre for Program Evaluation.
  • Dewey, J. (1929). My pedagogic creed. Journal of the National Education Association, 18(9), 291–295.
  • DSP. (1994). Write it right: Resources for literacy and learning. Disadvantaged Schools Program, NSW Dept. of School Education.
  • Feldman, A. (1999). The role of conversation in collaborative action research. Educational Action Research, 7(1), 125–147. https://doi.org/10.1080/09650799900200076
  • Freebody, P., Ludwig, C., & Gunn, S. (1995). Everyday literacy practices in and out of schools in low socio- economic urban communities. Faculty of Education, Griffith University.
  • Freire, P. (1972). Pedagogy of the oppressed. Penguin Books.
  • Gray, B. (1998). Accessing the discourses of schooling [PhD thesis]. University of Melbourne.
  • Gray, B. (2007). Accelerating the literacy development of indigenous students: The National Accelerated Literacy Program (NALP). Charles Darwin University Press.
  • Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116. https://doi.org/10.1016/0898-5898(93)90026-7
  • Halliday, M. A. K. (1995). An introduction to functional grammar. Routledge.
  • Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power. Falmer Press.
  • Harper, H., & Parkin, B. (2017). Scaffolding academic language with educationally marginalised students. PETAA. https://www.academia.edu/36085773/Scaffolding_academic_language_with_educationally_marginalised_students
  • Harttgen, K., & Klasen, S. (2009). Educational marginalization across developed and developing countries. UNESCO.
  • Hasan, R. (2005). Semiotic mediation, language and society: Three exotripic theories – Vygotsky, Halliday and Bernstein. In J. J. Webster (Ed.), Language, society and consciousness: Ruqaiya Hasan (pp. 130–156). Equinox.
  • Hattie, J. (1992). Measuring the effects of schooling. Australian Journal of Education, 36(1), 5–13. https://doi.org/10.1177/000494419203600102
  • Hattie, J. (2021). Visible learning +. Corwin. https://www.visiblelearning.com/
  • Jarrett, K., Cooke, B., Harvey, S., & López-Ros, V. (2021). Using professional conversations as a participatory research method within the discipline of sport pedagogy-related teacher and coach education. Journal of Participatory Research Methods, 2(1), 1–9. https://doi.org/10.35844/001c.18249
  • Lochner, K. (2016). Successful emotions: How emotions drive cognitive performance. Springer Wiesbaden. https://doi.org/10.1007/978-3-658-12231-7
  • Lugaz, C., Planning, U. I. I. f. E., Bitoun, C., Hagel, A., Sergeant, L., Valderrama, A., Zeiler, A., & Grauwe, A. (2009). Educational marginalization in national education plans. UNESCO, International Institute for Educational Planning. http://unesdoc.unesco.org/images/0018/001866/186608e.pdf
  • Martin, J. R. (2011). Bridging troubled waters: Interdisciplinarity and what makes it stick. In F. Christie, & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 35–61). Continuum.
  • Martin, J. R. (2013). Exploring content: Building knowledge in school discourse. TeL4ELE Dissemination Conference, Madrid. http://issuu.com/telcon2013/docs/jim_martin_telcon2013?e=9616510/5283672
  • Martin, J. R. (2021). Literacy across social classes. Routledge. https://www.youtube.com/watch?v=oS3pDCFW1fU
  • Martin, J. R., & Maton, K. (2017). Systemic functional linguistics and legitimation code theory on education: Rethinking field and knowledge structure. Onomázein, SFL (SI), 12-45.
  • Martin, J. R., & Veel, R. (1998). Reading science: Critical and functional perspectives on discourses of science. Routledge.
  • Mehan, H. (1998). The study of social interaction in educational settings: Accomplishments and unresolved issues. Human Development, 41(4), 245–269. https://doi.org/10.1159/000022586
  • Morais, A. (2002). Basil Bernstein at the micro level of the classroom. British Journal of Sociology of Education, 23(4), 559–569. https://doi.org/10.1080/0142569022000038413
  • NRP. (2000). Report of the national reading panel: Teaching children to read. https://www.nichd.nih.gov/publications/pubs/nrp/smallbook
  • Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202. https://doi.org/10.1598/RRQ.40.2.3
  • Parkin, B. (2015). Scaffolding science: A pedagogy for marginalised students [Doctoral dissertation]. University of Adelaide. https://hdl.handle.net/2440/91443
  • Parkin, B., & Harper, H. (2018). Teaching with intent: Scaffolding academic language with marginalised students. PETAA.
  • Parkin, B., & Harper, H. (2020). The application of three exotropic theories in education. Mind, Culture, and Activity, 27(3), 233–248. https://doi.org/10.1080/10749039.2020.1794008
  • Patuawa, J. M., Sinnema, C., Robinson, V., & Zhu, T. (2022). Addressing inequity and underachievement: Intervening to improve middle leaders’ problem-solving conversations. Journal of Educational Change. Advance online publication. http://doi.org/10.1007/s10833-022-09449-3
  • Ravitch, D. (2007). Edspeak: A glossary of education terms, phrases, buzzwords, and jargon. Association for Supervision & Curriculum Development.
  • Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Equinox.
  • Rose, J. (2006). Independent review of the teaching of early reading (Final report). Department for Education and Skills. https://dera.ioe.ac.uk/5551/2/report.pdf
  • Rothery, J., & Stenglin, M. (1995). Exploring literacy in school English. Metropolitan East Disadvantaged Schools Program.
  • Rowe, K. (2005). Teaching reading: Report and recommendations. Department of Education, Science and Training. https://research.acer.edu.au/tll_misc/5
  • Shteynberg, G. (2018). A collective perspective: Shared attention and the mind. Current Opinion in Psychology, 23, 93–97. https://doi.org/10.1016/j.copsyc.2017.12.007
  • Timperley, H. (2015). Professional conversations and improvement-focused feedback: A review of the research literature and the impact on practice and student outcomes. Australian Institute of Teaching and School Leadership. https://www.aitsl.edu.au/docs/default-source/default-document-library/professional-conversations-literature-review-oct-2015.pdf?sfvrsn = fc2ec3c_0
  • Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2017). The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher–student interactions for children’s executive functions. Review of Educational Research, 28(1), 125–164. https://doi.org/10.3102/0034654317743200
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). MIT Press. (Original work published 1934)
  • Wells, G. (1993). Reevaluating the IRF Sequence: Proposal for articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5(1), 1–37. https://doi.org/10.1016/S0898-5898(05)80001-4
  • White, S. (2021). Generating enabling conditions to strengthen a research-rich teaching profession: Lessons from an Australian study. Teaching Education, 32(1), 47–62. https://doi.org/10.1080/10476210.2020.1840545
  • Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131–175. https://doi.org/10.3102/00346543072002131
  • Wood, D. J. (1988). How children think and learn: The social contexts of cognitive development. B. Blackwell.
  • Wood, D. J., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. doi:10.1111/j.1469-7610.1976.tb00381.x