Anneliese Kramer‐dahl
Dados Biográficos
| ID | 760313 |
|---|---|
| NOME | Anneliese Kramer‐dahl |
| PRENOMES | Anneliese |
| SOBRENOME | Kramer‐dahl |
| ASSINATURA | DAHL A K |
| AFILIAÇÕES | National Institute of Education |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1993 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2009 |
| ÍNDICE H | 3 |
The legacy of instrumentality in policy and pedagogy in the teaching of English
Combining two metaphors we argue that apart from official educational policy, there exists a palimpsest of cumulatively added prior policies sedimented in teachers’ pedagogy, in addition to quasi‐official phantom policies formed at the local level. We argue that these affect teachers’ practices and beliefs in ways that may run counter to the desire of policy‐makers to change educational regimes. Using research from a two‐year long professional de…
Negotiating what counts as English language teaching
In his 1996 essay on curricula in an age of globalisation, Kress points to the role of the state and its educational system as determining actors when it comes to responding to the effects and pressures of the heteroglossia, hybridity, multilingualism and plurality of semiotic forms that characterise a global era. What is needed, he argues, are ‘relevant and productive curricula’, which teach ‘quite new kinds of dispositions, attitudes and skills…
"Reading the "Singlish Debate
The issue of grammar and its explicit teaching has recently reemerged in Singapore as a topic both within the English teaching profession and in public discourse about education. As studies in other educational contexts have shown, debates about the role of grammar in political discussions and in the popular media typically proceed in terms of a discourse of crisis and falling standards. As such, they recycle certain claims and images characteriz…
The 'slender technique' of reproducing educational disadvantage
In the last decade, a number of studies, influenced by the work of French sociologist Bourdieu, have investigated the nature of examinations and the cultural assumptions which underlie the questions posed and the criteria for assessment of the student answers given (e.g. Freebody, 1992; Farrell, 1996, 1997). Building on this work, the focus of which is on the Australian HSC papers, this paper will attempt to do a critical reading of annual report…
Critical Reflexivity and the Teaching of Teachers of English
(1997). Critical Reflexivity and the Teaching of Teachers of English. Discourse: Studies in the Cultural Politics of Education: Vol. 18, No. 2, pp. 259-277
Reading and Writing Against the Grain of Academic Discourse
Whose literary studies? Remaking what counts as discipline‐specific literacy
The politics of university literature‐cum‐composition
"Reading the "Singlish Debate
The issue of grammar and its explicit teaching has recently reemerged in Singapore as a topic both within the English teaching profession and in public discourse about education. As studies in other educational contexts have shown, debates about the role of grammar in political discussions and in the popular media typically proceed in terms of a discourse of crisis and falling standards. As such, they recycle certain claims and images characteriz…
Negotiating what counts as English language teaching
In his 1996 essay on curricula in an age of globalisation, Kress points to the role of the state and its educational system as determining actors when it comes to responding to the effects and pressures of the heteroglossia, hybridity, multilingualism and plurality of semiotic forms that characterise a global era. What is needed, he argues, are ‘relevant and productive curricula’, which teach ‘quite new kinds of dispositions, attitudes and skills…
Reading and Writing Against the Grain of Academic Discourse
The legacy of instrumentality in policy and pedagogy in the teaching of English
Combining two metaphors we argue that apart from official educational policy, there exists a palimpsest of cumulatively added prior policies sedimented in teachers’ pedagogy, in addition to quasi‐official phantom policies formed at the local level. We argue that these affect teachers’ practices and beliefs in ways that may run counter to the desire of policy‐makers to change educational regimes. Using research from a two‐year long professional de…
Critical Reflexivity and the Teaching of Teachers of English
(1997). Critical Reflexivity and the Teaching of Teachers of English. Discourse: Studies in the Cultural Politics of Education: Vol. 18, No. 2, pp. 259-277
Whose literary studies? Remaking what counts as discipline‐specific literacy
The politics of university literature‐cum‐composition
Whose literary studies? Remaking what counts as discipline‐specific literacy
Reading and Writing Against the Grain of Academic Discourse
Critical Reflexivity and the Teaching of Teachers of English
(1997). Critical Reflexivity and the Teaching of Teachers of English. Discourse: Studies in the Cultural Politics of Education: Vol. 18, No. 2, pp. 259-277
The 'slender technique' of reproducing educational disadvantage
In the last decade, a number of studies, influenced by the work of French sociologist Bourdieu, have investigated the nature of examinations and the cultural assumptions which underlie the questions posed and the criteria for assessment of the student answers given (e.g. Freebody, 1992; Farrell, 1996, 1997). Building on this work, the focus of which is on the Australian HSC papers, this paper will attempt to do a critical reading of annual report…
"Reading the "Singlish Debate
The issue of grammar and its explicit teaching has recently reemerged in Singapore as a topic both within the English teaching profession and in public discourse about education. As studies in other educational contexts have shown, debates about the role of grammar in political discussions and in the popular media typically proceed in terms of a discourse of crisis and falling standards. As such, they recycle certain claims and images characteriz…
Negotiating what counts as English language teaching
In his 1996 essay on curricula in an age of globalisation, Kress points to the role of the state and its educational system as determining actors when it comes to responding to the effects and pressures of the heteroglossia, hybridity, multilingualism and plurality of semiotic forms that characterise a global era. What is needed, he argues, are ‘relevant and productive curricula’, which teach ‘quite new kinds of dispositions, attitudes and skills…
The legacy of instrumentality in policy and pedagogy in the teaching of English
Combining two metaphors we argue that apart from official educational policy, there exists a palimpsest of cumulatively added prior policies sedimented in teachers’ pedagogy, in addition to quasi‐official phantom policies formed at the local level. We argue that these affect teachers’ practices and beliefs in ways that may run counter to the desire of policy‐makers to change educational regimes. Using research from a two‐year long professional de…
Sociology (8 obras) · Pedagogy (6 obras) · Linguistics (5 obras) · Educator Training and Historical Pedagogy (4 obras) · Multilingual Education and Policy (4 obras) · Psychology (4 obras) · Global Education and Multiculturalism (3 obras) · Law (3 obras) · Mathematics education (3 obras) · Philosophy (3 obras)