Frances Christie

Ray Misson

This book is intended to offer an introduction to some major themes in literacy education. Literacy has become an important issue both in the UK and internationally, and this book aims to inform discussions while assisting teachers to reflect on their work as literacy teachers. Literacy is important from the earliest years through all the years of formal education, and so this book covers work with students in the full range of schooling, and in a number of different subject areas. Topics covered include: *the nature and use of texts *the reading positions that are constructed in texts and their ideological implications *the ways in which written texts change as students grow older *moving from the early years through to secondary education *the implications of Information Technology for literacy teaching Frances Christie is Foundation Professor of Language and Literacy Education at the University of Melbourne. Ray Misson is Senior Lecturer in Language and Literacy Education at the University of Melbourne.

Literacy and Schooling

J. R. Martin

An in-depth exploration of the nature of language, knowledge and pedagogy, providing a progressive analysis of knowledge structures at work in educations institutions.

Functional Linguistic and Sociological Perspectives

Language, Knowledge and Pedagogy

Beverly Derewianka

Learning to Write Across the Years of Schooling

School Discourse

Basil Bernstein began to develop his theory of social structure and power relations during the 1950s and 1960s. Early in the 1960s he met M. A. K. Halliday and Ruqaiya Hasan, who were developing the first formulations of what would become known as systemic functional (SF) linguistic theory. A far-reaching dialogue began. Bernstein recognized the significant role that language plays in the construction of social experience and social inequality. Halliday and Hasan were actively seeking a theory of language that would explain the nature of the social. In different ways, they acknowledged the powerful role of language in the social construction of experience. Their resulting enquiries brought both theories and scholars into dialogue. Contributors to this volume (including Hasan and Bernstein) continue this dialogue in a range of papers that draw on both SF linguistic theory (with special reference to genre) and Bernstein's sociological theory, particularly with reference to his later work on pedagogic device and pedagogic discourse. Several authors describe the influence of these theories on classroom practice, including English and mathematics, and literacy teaching in indigenous schools. Pedagogy and the Shaping of Consciousness is an important contribution to the explication of the two theories, the dialogue which they continue to provoke, and their contribution to the provision of more equal access to education.

Linguistic and Social Processes

Pedagogy and the Shaping of Consciousness

Joseph Hanlon

Was the country prepared? How does an African country act to prevent a disaster becoming a catastrophe? The devastating rains and floods of early 2000 in southern Mozambique broke all records. 700 people were killed but 50,000 people were saved. Personal stories are used throughout to recapture the awful realities. * Was the international aid useful? Some went wrong. A surprising amount went right. Some specialist interventions went well; the Americans located people, the Austrians concentrated on water purification. * What can be learned for the future? What are the implications for river management and emergency preparation? Frances Christie draws on her experience with the government's own disaster response system and with the United Nations. * Will such floods come again? Did the rain that should have fallen on Ethiopia fall on the Zambezi? Joe Hanlon, author of four other books on Mozambique and formerly of the New Scientist, cross-examines the mythology with science.

Frances Christie

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