‘A democracy tempered by the rate of exchange’: Audit culture and the sell‐out of progressive writing curriculum

Salvio, Paula M.; Boldt, Gail

doi:10.1111/j.1754-8845.2009.01043.x

Cited by 11 publications

(5 citation statements)

References 14 publications

(8 reference statements)

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“…Yet while qualitative methods reinforce a standard of biographical transparency for researchers, teacher transparency is not an historically sanctioned educational practice (Salvio & Boldt, 2009). Positionality by teachers arguably subverts the public policy discourse that conceptualizes teachers as distributors of value-neutral knowledge (Palmer & Rangel, 2010).…”

Section: Methods Of Positionality In the Field And The Classroommentioning

confidence: 99%

A Call for Qualitative Methods in Action

Relles

2015

Intervention in School and Clinic

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This article describes how the qualitative research tradition known as positionality can be used as a method to support classroom equity. The text describes three ways teachers can use a spoken approach to positionality in their day-to-day practice. Classroom vignettes illuminate how these spoken methods of positionality can address the latency of power and privilege in 21st-century teaching and learning contexts. The didactic use of positionality to stimulate the kind of reflective student discussions associated with culturally responsive educational reform is also evidenced. Conceptual consideration of positionality methods to support classroom inclusivity for students with disabilities is suggested.

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Section: Methods Of Positionality In the Field And The Classroommentioning

confidence: 99%

A Call for Qualitative Methods in Action

Relles

2015

Intervention in School and Clinic

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“…Together with his wife Clare and his brother‐in‐law, educator Jimmy Britton, Winnicott dreamed of an education that cultivated impartiality. Winnicott feared that the compliant attitude would destroy, as he had witnessed during World War II, any hope for a radical democratic citizenry (Salvio and Boldt , ).…”

Section: The Curiosity Of the Teachermentioning

confidence: 99%

Exercising ‘the right to research’: Youth‐based community media production as transformative action

Salvio

2013

English in Education

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This article explores the participatory media practices used by the Center for Urban Pedagogy, a non-profit community-based media organisation in New York City. Taking as her point of departure a digital media investigation into bodegas in the south Bronx (neighbourhood grocery stores), the author explores how CUP uses the power of art and design to cultivate civic engagement among youth, in part by strengthening participants' public speaking, digital media and research skills. In interviews with participants, the author finds that this work mitigates participants' expressed fears of being dismissed as boring when speaking with public officials, a fear taken seriously through a reading of the work of child psychoanalyst D. W. Winnicott. Winnicott worried that the person who felt boring too often retreated from participating in civic life. If, argues the author, youth are to claim what Appadurai describes as the fundamental 'human right to research' in the public realm, then the civic as well as the psychological dimensions that enable participants to engage in transformative action must be strengthened.

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“…We should resist quick decisions motivated by a 'What can we do to fix you?' mentality and find opportunities instead, as someone put it, 'to wonder who you are' (Paley, 2004: 42-7; quoted in Salvio and Boldt, 2009).…”

Section: Ta B L E 2 Questions For the Student Writing Working Groupmentioning

confidence: 99%

Now you don’t see it; now you do

Mitchell

2010

Arts and Humanities in Higher Education

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This article was given as a keynote address to the 2009 conference of the European Association for the Teaching of Academic Writing (EATAW), 30 June to 2 July, at Coventry University, UK. It draws on experiences at Queen Mary, University of London, of developing a ‘writing in the disciplines’ initiative and of working towards institutional recognition for writing as a key and integral part of student learning. It raises issues about the transition from school to university writing and about such frameworks as ‘Graduate Attributes’. Sometimes weaving together others’ stories, it argues that, whilst there is great potential for writing development in universities, we also need to be aware of risks that derive from adopting industrialized approaches, governed by a narrow emphasis on form, belief in the possibility and benefits of ‘transparency’ and an over-reliance on explicit criteria to drive assessment and learning.

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‘A democracy tempered by the rate of exchange’: Audit culture and the sell‐out of progressive writing curriculum

Cited by 11 publications

References 14 publications

A Call for Qualitative Methods in Action

A Call for Qualitative Methods in Action

Exercising ‘the right to research’: Youth‐based community media production as transformative action

Now you don’t see it; now you do

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