Show simple item record

dc.contributor.authorRyan, M
dc.contributor.authorBarton, G
dc.description.abstractThe recasting of education as an economic rather than a social good means that governments around the world will continue to pursue agendas to show that schooling systems are effective in raising standards. Literacy is a key area of comparison on the world stage, placing literacy educators under enormous pressure to perform in this culture of accountability and visibility. We use Archer’s theory of reflexivity and morphogenesis to identify the work of nine literacy teachers and leaders in Australia as both enabling and constraining with personal, structural and cultural emergent properties needing to be constantly negotiated. Our findings show that mediation of these emergent properties occurred in different ways. Mostly teachers acted in ways that accepted ‘the way things are’ rather than mobilising as corporate agents or social actors to enact change. We argue that literacy educators can find ways to harness enablements to reclaim their professional autonomy.
dc.publisherSpringer Netherlands
dc.relation.ispartofjournalAustralian Educational Researcher
dc.subject.fieldofresearchSpecialist Studies in Education
dc.titleLiteracy teachers as reflexive agents? Enablers and constraints
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationRyan, M; Barton, G, Literacy teachers as reflexive agents? Enablers and constraints, Australian Educational Researcher, 2019
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.hasfulltextNo Full Text
gro.griffith.authorBarton, Georgina M.

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record