In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between…

The various types of interactions that students carry out when engaged in scientific argumentation function together to move forward developing ideas and support sensemaking. As such, incorporating argumentation in classroom instruction holds promise for supporting students in developing and acting with an epistemic agency, being positioned, and…

Purpose: In this paper we contribute knowledge to the postgraduate supervision discourses by reflecting on our socio-spatial experiences of being supervised by colleagues, a process that we refer to as colleague postgraduate supervision (CPS). Design/methodology/approach: We followed a duoethnographic research design by dialogically presenting and…

Background: Most research on how children learn when using the Teaching Games for Understanding (TGfU) approach has focused on cognitive dimensions in teaching games models. A social constructivist perspective suggests, however, that learning also takes place during social interactions. Since the process of learning game skills tends to have a…

This critical ethnographic study examines the discourse systems experienced by three migrant fifth-grade boys during an apple harvest season in south-central Pennsylvania. Numerous examples reveal the discourse collisions facing these boys, whose home language and culture did not reflect the mainstream, and how dominant mainstream discourses…