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Adult literacy teachers in Central Queensland : a discursive positioning of teachers, policies and funding in regional, rural and remote communities

journal contribution
posted on 06.12.2017, 00:00 by Roberta HarreveldRoberta Harreveld
The sociocultural markers of adult literacy teachers' identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy in promoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the relationships between adults positioned as teachers and students can become a community resource with the potential for rural engagement and for transformation of social and economic capital in such communities.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

14

Issue

2

Start Page

39

End Page

53

Number of Pages

15

ISSN

1036-0026

Location

Bathurst

Publisher

Society for the Provision of Education in Rural Australia (SPERA)

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Division of Teaching and Learning Services;

Era Eligible

Yes

Journal

Education in rural Australia.