Larissa J. McLean Davies

Disrupting intertextual power networks: challenging literature in schools

Publisher: Informa UK Limited

Date: 02-04-2022

DOI: 10.1080/01596306.2021.1910929

Legitimising disciplinary literacy: rewriting the rules of the literacy game and enhancing secondary teachers’ professional habitus

Publisher: Springer Science and Business Media LLC

Date: 20-08-2022

DOI: 10.1007/S44020-022-00022-2

Abstract: This paper takes up key questions of this special issue regarding tensions and challenges in the field of literacy education by exploring how literary knowledge and skills intersect with subject area teachers’ disciplinary ontologies and epistemologies. Drawing on Pierre Bourdieu’s thinking tools, we analyse how literacy across the curriculum has been approached in policy and practice terms in recent decades, particularly in the context of neoliberal reforms and increasing accountability cultures. We then discuss the implications and limits of these approaches for teacher identity and professionalism, and using two initiatives in both pre-service and in-service contexts as ex les, we consider ways of reconsidering the field of disciplinary literacy and the habitus of subject experts, so that secondary teachers might be best placed to support erse learners in their classrooms.

Literacy education for citizenship across the lifespan

Publisher: Springer Science and Business Media LLC

Date: 06-06-2022

DOI: 10.1007/S44020-022-00014-2

Abstract: The 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.

Reading the Local and Global: Teaching Literature in Secondary Schools in Australia

Publisher: Informa UK Limited

Date: 09-2013

DOI: 10.1080/1358684X.2013.816529

Learning with and from: positioning school students as advisors in pre-service teacher education

Publisher: Informa UK Limited

Date: 19-04-2016

DOI: 10.1080/13664530.2016.1155478

School English, literature and the knowledge-base question

Publisher: Wiley

Date: 20-02-2019

DOI: 10.1080/09585176.2018.1543603

Where are the students? A close reading of priorities and silences in scholarly and public debates on VCE English (1990–2021)

Publisher: Springer Science and Business Media LLC

Date: 05-08-2023

DOI: 10.1007/S13384-022-00543-2

Abstract: Debates about subject English in Australia are often conducted through the senior years curriculum. In light of the anticipated interest in the new Victorian Certificate of Education (VCE) English study design released in 2022 to be implemented in 2023, this paper outlines the current state of research on the VCE English subject by mapping areas of interest, types of evidence and gaps in research. The authors utilise a hybrid approach of narrative scoping review to identify methodological and thematic trends in the scholarly literature, and intersecting professional and media discourse on VCE English from 1990 to 2021. Finding that the student experience and the enacted curriculum have been largely elided, the paper identifies fresh lines of inquiry into VCE English and advocates for new discussions around scholarly interest and approaches to senior secondary English in Australia.

What Do We Want Students to Know from Being Taught a Poem?

Publisher: Informa UK Limited

Date: 02-01-2021

DOI: 10.1080/1358684X.2020.1842174

Power of country: Indigenous relationality and reading Indigenous climate fiction in Australia

Publisher: Informa UK Limited

Date: 15-03-2022

DOI: 10.1080/03626784.2022.2041978

Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english

Publisher: Informa UK Limited

Date: 13-09-2022

DOI: 10.1080/14681366.2021.1977981

Literary sociability: a transnational perspective

Publisher: Informa UK Limited

Date: 24-01-2019

DOI: 10.1080/04250494.2018.1561149

Teaching as a clinical profession: translational practices in initial teacher education – an international perspective

Publisher: Informa UK Limited

Date: 20-10-2015

DOI: 10.1080/02607476.2015.1105537

Teacher-researchers: a pilot project for unsettling the secondary Australian literary canon

Publisher: Informa UK Limited

Date: 05-03-2021

DOI: 10.1080/09540253.2020.1735313

International Perspectives on Teaching English in a Globalised World

Publisher: Routledge

Date: 10-2013

DOI: 10.4324/9780203128299

Clinical Praxis exams: Linking academic study with professional practice knowledge

Publisher: Springer Singapore

Date: 2017

DOI: 10.1007/978-981-10-4075-7_4

Assessing the field

Publisher: Emerald

Date: 07-09-2015

DOI: 10.1108/ETPC-01-2015-0001

Abstract: – The purpose of this paper is to explore the interface between high-stakes testing, disciplinary knowledge and teachers’ pedagogy in English. The most prevalent standardized assessment form in the current Australian context is the National Assessment Program for Literacy and Numeracy (NAPLAN) undertaken each year by students in Years 3, 5, 7 and 9 in all Australian States and Territories. Understood in the context of the Global Educational Reform Movement (GERM) (Sahlberg, 2011, pp. 100-101) – the NAPLAN tests serve as a bi-partisan governmental response to a perceived need to improve the quality of teachers and schools in Australia. – The authors draw on the key sociological constructs of Pierre Bourdieu (1995) to analyze the ways in which the writing component of the suite of NAPLAN tests serves to legitimize and idealize particular kinds of writing, writers and teachers of writing. – The authors suggest that in the absence of current literacy policy and curriculum instability, this national test shapes the literacy field, influencing the direction of writing practices and pedagogy, and, therefore, subject English itself, in Australian classrooms. – This assessment intervention is considered in the context of the history of writing, and addresses accordingly fundamental questions concerning the changing nature of the writing/writerly field, the impact of assessment on teachers’ conceptions of disciplinarity and pedagogical content knowledge and students’ experiences of writing and thinking in subject English.

Clinical Practice in Education: Towards a Conceptual Framework

Publisher: Springer Singapore

Date: 2017

DOI: 10.1007/978-981-10-4075-7_10

Reading in the (post)digital age: Large databases and the future of literature in secondary English classrooms

Publisher: Informa UK Limited

Date: 02-07-2020

DOI: 10.1080/04250494.2020.1790991

Exploring issues of quality and equity through literacy learning in the time of Covid

Publisher: Informa UK Limited

Date: 28-11-2023

DOI: 10.1080/13540602.2022.2150160

Extending the Design Life of the Palm Jumeirah Revetment Considering Climate Change Effects

Publisher: MDPI AG

Date: 13-05-2023

DOI: 10.3390/HYDROLOGY10050111

Abstract: This paper presents potential upgrades to the Palm Jumeirah Island’s outer revetment to extend its design life for 50 years, considering the sea level rise (SLR) associated with climate change. The paper proposes several upgrade options to ensure that the hydraulic stability and wave overtopping discharges of the Palm Jumeirah revetment comply with the recommended design criteria based on industry guidelines. The performance of the existing revetment, in terms of the hydraulic stability and wave overtopping discharge criteria, is assessed using design wave heights (1- and 100-year events) extracted from an extreme wave analysis study on the Dubai coast. The results show that, based on the new design conditions, the existing structure should be upgraded to meet the armor stability criteria and recommended overtopping discharge values. Three different upgrade solutions are designed and analyzed to satisfy the required hydraulic stability and overtopping conditions. The suggested upgrade options are an extra armor layer, a flat berm, and a submerged breakwater offshore. The proposed upgrade solutions are preliminary designs that would require verification in terms of their geotechnical stability and physical model testing to evaluate their performance.

Extreme Wave Analysis for the Dubai Coast

Publisher: MDPI AG

Date: 12-08-2022

DOI: 10.3390/HYDROLOGY9080144

Abstract: This paper aims to present the result of commonly used extreme wave analysis distribution methods applied to a long-term wave hindcast at a point in the Arabian Gulf near the coastline of Dubai, United Arab Emirates. The wave data were hindcasted for a total period of 40 years, starting from 1 January 1979 to 31 December 2018. This analysis aims to support the design, repair, and maintenance of coastal structures near the Dubai coast. A 2.5 m threshold is selected using the Peak Over Threshold method to filter the storm data for the extreme wave analysis. Different distribution methods are used for this analysis such as Log-normal, Gumbel, Weibull, Exponential, and Generalized Pareto Distribution (GPD). The significant wave heights are predicted for different return periods. The GPD distribution appears to fit the data best compared to the other distribution methods. Many coastal projects are being planned near the Dubai coastline. Hence, the analysis presented in this paper would be useful in designing safe and efficiently designed projects.

Conceptualising the impact of initial teacher education

Publisher: Springer Science and Business Media LLC

Date: 20-12-2019

DOI: 10.1007/S13384-018-0294-7

(K)now you see it, (k)now you don’t: literary knowledge in the Australian Curriculum: English

Publisher: Informa UK Limited

Date: 11-2018

DOI: 10.1080/00220272.2018.1499807

University Of Melbourne

Location: Australia

View Organisation

Discovery Projects - Grant ID: DP160101084

Start Date: 05-2016

End Date: 06-2024

Amount: $806,577.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP220200724

Start Date: 07-2023

End Date: 06-2025

Amount: $100,000.00

Funder: Australian Research Council