Researching Literacy Policy: Conceptualizing Trends in the Field

Autor/inn/en	Innes, Mark; Gunter, Helen M.; Armstrong, Paul
Titel	Researching Literacy Policy: Conceptualizing Trends in the Field
Quelle	In: London Review of Education, 19 (2021) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Innes, Mark) ORCID (Gunter, Helen M.) ORCID (Armstrong, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
DOI	10.14324/LRE.19.1.21
Schlagwörter	Literacy Education; Educational Policy; Intervention; Teaching Methods; Policy Analysis; Foreign Countries; Program Descriptions; Trend Analysis; Educational Trends; Curriculum Development; Educational History; Strategic Planning; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Politikfeldanalyse; Ausland; Trendanalyse; Bildungsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Strategy; Planning; Strategie; Planung
Abstract	The Literacy Policy Project examines the trends in UK government policy interventions into literacy curriculum and pedagogies in schools in England. We undertake a policy scholarship methodology to read policy texts through a conceptual framework that frames policy interventions with functional, realist or socially critical purposes. We identify how successive UK governments have primarily adopted functional policies and research relating to literacy in schools in England. We argue that policy is dictated by, and serves, a growing marketplace for educational solutions, making the case that more prominence should be given to facilitating socially critical approaches to literacy policy. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01