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The primary aim of this thesis has been to interrogate the underlying perspectives, assumptions and social justice paradigms of the Tasmanian English-Literacy Syllabus (TES), introduced into Tasmanian schools in July, 2007. In an era characterised by neoliberalism and neoconservativism, which has implications for race and identity, the discourses informing the TES are explored in relation to achieving equity for groups known to be disadvantaged in Tasmanian society, particularly students from non-English speaking backgrounds (NESB). My own experience in learning English as a foreign language, and my parent's struggles to navigate the dominant society with inadequate English skills, have motivated my desire to develop effective literacy pedagogies and engage in the critique of the TES. ... Socially just and effective practices are argued to be those informed by the recognitive model of social justice. That is, those grounded in the 4Rs – Respect, Relevance, Reciprocity and Responsibility, which incorporate information access equalising strategies through provision of multilingual and multimodal resources; intergenerational literacy programs and conceptualising all learners as teachers and all teachers as learners. |
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