Abstract
AbstractThe task of English language and literacy education to define citizenship, and shape citizens, has rarely been more compelling or more challenging than it is today. Globally and nationally, our civic response to COVID-19 has catapulted us into a world where our rights as and responsibilities as citizens are being fundamentally re-negotiated at the same time as we come to rely on technologically mediated literate practice to connect a world that is more spatially and temporally separated than many of us have ever known it to be. We are challenged to remake our identities and commit to new kinds of personal and civic relationships—nationally and globally—as we try to navigate uncharted waters. Our focus here is on the role that literacy education plays in understanding and defining active citizenship in a turbulent context in which foundational literacy practices are transforming just as accepted understandings of active citizenship are under challenge. We direct our attention specifically to the distinctive role that literacy practice plays in the production of identities and relationships and consider new ways for literacy education to build active citizenship across the lifespan from early education through primary and secondary education through to workforce education.
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Education,Language and Linguistics
Reference67 articles.
1. AiG [Australian Industry Group]. (2018). Skilling: A national imperative [Workforce Development Needs Survey Report]. Australian Industry Group. Retrieved from: https://cdn.aigroup.com.au/Reports/2018/Survey_Report_WFDNeeds_Skilling_Sept2018.pdf
2. Asbury, K., & Plomin, R. (2013). G is for genes: The impact of genetics on education and achievement. Wiley-Blackwell.
3. Australian Curriculum Assessment and Reporting Authority (ACARA). (2012). Shape of the Australian Curriculum. Retrieved from https://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum__Civics_and_Citizenship_251012.pdf
4. Belas, O., & Hopkins, N. (2019). Subject English as citizenship education. British Educational Research Journal, 45(2), 320–339.
5. Bliss, L., & Bacalja, A. (2020). What counts? Inclusion and diversity in the senior English curriculum. The Australian Educational Researcher. https://doi.org/10.1007/s13384-020-00384-x
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献