The Vital Role(s) of School Librarians in Literacy Learning

Knapp, Nancy Flanagan

doi:10.1007/978-1-4614-1305-9_8

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“…A close examination of curriculum and syllabus documents appear to give the teaching of writing a peripheral position at best" (Knapp, 2020b). While Peter Knapp himself has a decades-long history of developing and contributing to curriculum and curriculum support documents in different jurisdictions (see, for example, Knapp, 1992;ACARA, n.d., p. 31), it is evident that he gives (unintended) support to Bacchi's claim that we do well to consider how 'problems' are "endogenous -created within -rather than exogeneous -existing outside -the policy making process" (Bacchi, 2016, p. x).…”

Section: Representing the Teaching Of Writing In Nsw As An Institutio...mentioning

confidence: 99%

Problematizing the ‘problem’ of writing in the NSW curriculum: a call for a (re)turn to practice

Howie

2023

Curric Perspect

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In a time of curriculum revision in NSW, an “instrumental/technical approach” (Brennan, Curriculum Perspectives 42:85–89, 2022, p. 86) is being (re)affirmed as the dominant understanding of curriculum. Sidelined, deliberately or otherwise, has been an understanding of curriculum as practice—an understanding which could have served as “a necessary counterpoint to current (official) constructions” (Green, Curriculum Perspectives 41:213–225, 2021, p. 215) and representations of the curriculum in a good deal of ‘expert’ media commentary. In the context of the ‘crisis’ messaging being voiced in much of the public discourse, I critically examine the proposed role of a strengthened writing curriculum in remediating what are said to be falling educational standards. Influenced by Carol Bacchi’s (Bacchi, Analysing policy: What’s the problem represented to be?, Pearson Australia, 2016) ‘What’s the Problem Represented to be?’ approach to policy analysis, I consider the discursive work entailed in propagating a ‘syllabus-ised solution’ to the ‘problem’ of writing in NSW. I highlight the essential and reductive paradox of this ‘solution’: the marginalising of practice. Motivated by Bill Green’s (Green, Curriculum Perspectives 41:213–225, 2021) published version of his Garth Boomer Memorial Address, presented at the 2021 national conference of the Australian Curriculum Studies Association, I draw from Boomer’s thinking on the teaching of writing to propose a practice (re)turn in NSW curriculum considerations and work. Given that the rollout of new syllabuses has been delayed with a change of government, I hope that my reflections might add something generative to curriculum knowledge work in NSW, giving teachers and their practice due accord in the work of teaching students to write as writers do.

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Section: Representing the Teaching Of Writing In Nsw As An Institutio...mentioning

confidence: 99%

Problematizing the ‘problem’ of writing in the NSW curriculum: a call for a (re)turn to practice

Howie

2023

Curric Perspect

View full text Add to dashboard Cite

show abstract

The Vital Role(s) of School Librarians in Literacy Learning

Cited by 1 publication

References 4 publications

Problematizing the ‘problem’ of writing in the NSW curriculum: a call for a (re)turn to practice

Problematizing the ‘problem’ of writing in the NSW curriculum: a call for a (re)turn to practice

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