Author
Annette Woods
Other affiliations: University of Queensland
Bio: Annette Woods is an academic researcher from Queensland University of Technology. The author has contributed to research in topics: Literacy & Curriculum. The author has an hindex of 14, co-authored 85 publications receiving 836 citations. Previous affiliations of Annette Woods include University of Queensland.
Papers published on a yearly basis
Papers
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TL;DR: The authors argue that a sole reliance on traditional ESL pedagogy is failing this vulnerable group of students, who differ significantly from past refugees who have settled in Australia, and they focus on issues of access to productive literacy learning as part of socially just schooling for recently arrived refugee youth within Australia.
Abstract: This paper focuses on issues of access to productive literacy learning as part of socially just schooling for recently arrived refugee youth within Australia. It argues that a sole reliance on traditional ESL pedagogy is failing this vulnerable group of students, who differ significantly from past refugees who have settled in Australia. Many have been ‘placeless’ for some time, are likely to have received at best an interrupted education before arriving in Australia, and may have experienced significant trauma (Christie & Sidhu, 2006; Cottone, 2004; Miller, Mitchell, & Brown, 2005). Australian Government policy has resulted in spacialized settlement, leaving particular schools dealing with a large influx of refugee students who may be attending school for the first time (Centre for Multicultural Youth Issues, 2004; Sidhu & Christie, 2002). While this has implications generally, it has particular consequences for secondary school students attempting to learn English literacy in short periods of time, witho...
79 citations
Book•
01 Jan 2004
TL;DR: Rizvi as discussed by the authors argues that the contemporary corporatised policies of education such as international education limit the possibilities of transformative practice and demonstrate how the local (the national) and the global (the imperial) are interconnected phenomena, acting upon one another to construct indigeneity and racialised identities, and even hybridation, in ways that engender inequalities, restrict human rights, and infridge on the democratic and civil rights of the colonised and the marginalised.
Abstract: This is a fine collection of papers, from some leading educational scholars. They argue that the contemporary corporatised policies of education such as international education limit the possibilities of transformative practice. They demonstrate how the local (the national) and the global (the imperial) are interconnected phenomena, acting upon one another to construct indigeneity and racialised identities, and even hybridation, in ways that engender inequalities, restrict human rights, and infridge on the democratic and civil rights of the colonised and the marginalised. At the same time, they point to the possibilities of resistance, conditions that provide pedagogic opportunities for the creation of counter-hegemonic ideas, expressions, practices and structures. This book is highly recommended.Fazal RizviProfessor in Educational Policy Studies,University of Illinois, Urbana- Champaign, USA
58 citations
Journal Article•
TL;DR: Readers and writers use a variety of modes of inscription (print, oral and multimedia) to understand, analyze, critique and transform their social, cultural and political worlds Beginning from Freire (1970), critical literacy has become a theoretically diverse educational project, drawing from reader response theory, linguistic and grammatical analysis from critical linguistics, feminist, poststructuralist, postcolonial and critical race theory, and cultural and media studies.
Abstract: Readers and writers use a variety of modes of inscription – print, oral and multimedia – to understand, analyze, critique and transform their social, cultural and political worlds Beginning from Freire (1970), ‘critical literacy’ has become a theoretically diverse educational project, drawing from reader response theory, linguistic and grammatical analysis from critical linguistics, feminist, poststructuralist, postcolonial and critical race theory, and cultural and media studies In the UK, Australia, Canada, South Africa, New Zealand and the US different approaches to critical literacy have been developed in curriculum and schools These focus on social and cultural analysis and on how print and digital texts and discourses work, with a necessary and delicate tension between classroom emphasis on student and community cultural ‘voice’ and social analysis – and on explicit engagement with the technical features and social uses of written and multimodal texts
56 citations
01 Jan 2013
50 citations
TL;DR: The authors reframes the concept of comprehension as a social and intellectual practice and reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills.
Abstract: This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills. The four resources model (Freebody & Luke, 1990) is used to make the case for integrating comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary school curricula. Illustrations are drawn from our research on literacy in a low SES primary school.
45 citations
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01 Jan 1992
TL;DR: The body politics of Julia Kristeva and the Body Politics of JuliaKristeva as discussed by the authors are discussed in detail in Section 5.1.1 and Section 6.2.1.
Abstract: Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics
1,125 citations
1,094 citations
TL;DR: Luke and Car rington as discussed by the authors argue that it is not possible to think about literacy solely as a linguistic accomplishment and that the time for the habitual con junction of language, print literacy, and learning is over.
Abstract: The characteristics of contemporary societies are increasingly theorized as global, fluid (Bauman, 1998), and networked (Castells, 2001). These conditions underpin the emerging knowledge economy as it is shaped by the societal and technological forces of late capitalism. These shifts and developments have significantly affected the commu nicational landscape of the 21st century. A key aspect of this is the reconfiguration of the representational and communicational resources of image, action, sound, and so on in new multimodal ensembles. The terrain of communication is changing in pro found ways and extends to schools and ubiquitous elements of everyday life, even if these changes are occurring to different degrees and at uneven rates (A. Luke & Car rington, 2002). It is against this backdrop that this critical review explores school mul timodality and literacy and asks what these changes mean for being literate in this new landscape of the 21st century. The two key arguments here are that it is not possible to think about literacy solely as a linguistic accomplishment and that the time for the habitual con junction of language, print literacy, and learning is over. As Kress (2003) writes,
880 citations