Storm surge: an autoethnography about teaching in the Australian outback
Journal Publication ResearchOnline@JCUAbstract
This is a story about what happens when an experienced teacher attempts to survive the implementation of a relentless, assessment-driven curriculum. Australian Education systems are now demanding that schools be accountable for student results, and that student outcomes are measured. Philosophically, this may have a certain merit, but in translation, as systemic doctrines are interpreted and implemented independently, school by school, one teacher grieves for the loss of student-centered learning and intrinsic motivation in the classroom. The pedagogy is geared away from engagement and toward statistical endorsement of each school's teaching and learning. As with most statistical experiments, the individual exceptions are less important than the general trends. Ruth, a teacher in a remote Australian school, sees the system devouring her children.
Journal
Qualitative Inquiry
Publication Name
N/A
Volume
21
ISBN/ISSN
1552-7565
Edition
N/A
Issue
2
Pages Count
8
Location
N/A
Publisher
Sage Publications
Publisher Url
N/A
Publisher Location
N/A
Publish Date
N/A
Url
N/A
Date
N/A
EISSN
N/A
DOI
10.1177/1077800414542704