We thank the following people who helped review manuscripts that were submitted to Pedagogies: An... more We thank the following people who helped review manuscripts that were submitted to Pedagogies: An International Journal for Volume 1. ... Ahmad Khalid Ahmad Wan Shun Eva Lam Roslyn Appleby Cynthia Lewis Elsa Auerbach Lim Cher Ping Helena Austin Karen L. Lowenstein Heesoon Bai Bernard McKenna Mark C. Baildon Erica McWilliam Charles Bazerman Brian Morgan Courtney B. Cazden Johan Muller Pam Christine Uma Natarajan Xiao Lan Curdt-Christiansen Helen Nixon James Damico Mark Olssen Deng Zong Yi William F. Pinar Judith ...
The Australian Journal of Language and Literacy, 1996
Literary texts can be read in a number of ways. Over the course of their schooling, students of l... more Literary texts can be read in a number of ways. Over the course of their schooling, students of literature will encounter different teachers promoting different reading practices, which call on different reading positions to be adopted by the students. Becoming a (competent) student-of-literature means being able to adapt to the requirements of particular ways of reading even if those different ways are not themselves talked about explicitly. Even within a particular classroom, and with a particular teacher, as this article will show, participants can be called on to shift their reading positions as different questions or comments invite different attitudes to be taken to the text (cf Heap, 1985; Baker & Freebody, 1988). The purpose of this article is to describe the different reading positions found to be called on in a single sixth grade classroom lesson and to show how the teacher and students handled the complexity.
This introductory paper aims to outline the processes, decisions and literature associated with t... more This introductory paper aims to outline the processes, decisions and literature associated with the construction of the primary teacher education program at Griffith University, Gold Coast. Through early analysis of staff and student interviews related to courses completed in the new program we will make comparison between the intended and enacted curriculum with respects to social justice. Some of the broader issues stemming from such a program philosophy will be outlined as an introduction to the more specific issues taken up in following papers.
... Pedagogy of the surfing magazine: Learning to be female. lisahunter and Austin, Helena (2008)... more ... Pedagogy of the surfing magazine: Learning to be female. lisahunter and Austin, Helena (2008). Pedagogy of the surfing magazine: Learning to be female. In: , Conference proceedings: Hawaii International Conference on Social Sciences. ...
In 1998, the government of the Hong Kong Special Administrative Region began a large-scale projec... more In 1998, the government of the Hong Kong Special Administrative Region began a large-scale project to import qualified, experienced native-speaking teachers of English into Hong Kong secondary schools. The Native-speaking English Teacher (NET) scheme later expanded to include Hong Kong primary schools. Currently, teachers from around the world are placed in local (Hong Kong) classrooms and staffrooms. This intersection of local and global teaching professionals is the site for the examination of interculturalist theories through interactionist methodologies. Data in the form of a semi-structured interview with a Local English Teacher (LET) is analysed using Membership Categorization Analysis. The analysis addresses two key questions. First, how are intercultural categories and attributes talked into being? Second, how can examination of these categories lead to improved understanding of the intersubjective relations between local and expatriate teachers? Findings from analysis have implications for teachers’ professional development in cross-cultural contexts.
The assessment of literacy continues to be the focus of debate. Attention has been given to textu... more The assessment of literacy continues to be the focus of debate. Attention has been given to textual features of students' writing, such as vocabulary, grammar and generic structures. We demonstrate how students' success in school is also dependent on their enactment of the category 'child'. We examine the micro-sociological issue of how students and a teacher interpret and deploy practices appropriate to their status as 'child-student' and 'adult-teacher'. Drawing on work that examines the day-to-day, moment-by-moment enactment of institutional and folk theories of the 'child', we interrogate classroom talk and students' writing for the versions of the 'child' constructed there, the manner in which suppositions about the nature of childhood are enacted, and the implications of normative presumptions about the nature of the 'child' for students' assessment.
... Greer Cavallaro Johnson * & Helena Austin pages 57-72. ... For example: I s'pose I d... more ... Greer Cavallaro Johnson * & Helena Austin pages 57-72. ... For example: I s'pose I decided to do education, I didn't initially want to do it, but um just through my great teachers really yeah encouraged me and I thought wow I'd like to do what they've done for me for somebody else. ...
Section I 1. Framing Childhood 2. Rethinking Children and Childhood 3. Rethinking Schooling and C... more Section I 1. Framing Childhood 2. Rethinking Children and Childhood 3. Rethinking Schooling and Classrooms 4. Reconsidering Social Action and Social Structure Section II: Respecifying the Institutional Child 5. The School Child 6. The Classroom Child: Variations on a Theme 7. The Child of the Group Section III: The Materials of Education 8. The Materials of Education 9. Teaching the Category into Being 10. The Students' Writing Section IV 11. The Public Specification of the Child
This chapter is a checklist that seeks to act only as a starting point. It should be read alongsi... more This chapter is a checklist that seeks to act only as a starting point. It should be read alongside the details in the related chapters:
We thank the following people who helped review manuscripts that were submitted to Pedagogies: An... more We thank the following people who helped review manuscripts that were submitted to Pedagogies: An International Journal for Volume 1. ... Ahmad Khalid Ahmad Wan Shun Eva Lam Roslyn Appleby Cynthia Lewis Elsa Auerbach Lim Cher Ping Helena Austin Karen L. Lowenstein Heesoon Bai Bernard McKenna Mark C. Baildon Erica McWilliam Charles Bazerman Brian Morgan Courtney B. Cazden Johan Muller Pam Christine Uma Natarajan Xiao Lan Curdt-Christiansen Helen Nixon James Damico Mark Olssen Deng Zong Yi William F. Pinar Judith ...
The Australian Journal of Language and Literacy, 1996
Literary texts can be read in a number of ways. Over the course of their schooling, students of l... more Literary texts can be read in a number of ways. Over the course of their schooling, students of literature will encounter different teachers promoting different reading practices, which call on different reading positions to be adopted by the students. Becoming a (competent) student-of-literature means being able to adapt to the requirements of particular ways of reading even if those different ways are not themselves talked about explicitly. Even within a particular classroom, and with a particular teacher, as this article will show, participants can be called on to shift their reading positions as different questions or comments invite different attitudes to be taken to the text (cf Heap, 1985; Baker & Freebody, 1988). The purpose of this article is to describe the different reading positions found to be called on in a single sixth grade classroom lesson and to show how the teacher and students handled the complexity.
This introductory paper aims to outline the processes, decisions and literature associated with t... more This introductory paper aims to outline the processes, decisions and literature associated with the construction of the primary teacher education program at Griffith University, Gold Coast. Through early analysis of staff and student interviews related to courses completed in the new program we will make comparison between the intended and enacted curriculum with respects to social justice. Some of the broader issues stemming from such a program philosophy will be outlined as an introduction to the more specific issues taken up in following papers.
... Pedagogy of the surfing magazine: Learning to be female. lisahunter and Austin, Helena (2008)... more ... Pedagogy of the surfing magazine: Learning to be female. lisahunter and Austin, Helena (2008). Pedagogy of the surfing magazine: Learning to be female. In: , Conference proceedings: Hawaii International Conference on Social Sciences. ...
In 1998, the government of the Hong Kong Special Administrative Region began a large-scale projec... more In 1998, the government of the Hong Kong Special Administrative Region began a large-scale project to import qualified, experienced native-speaking teachers of English into Hong Kong secondary schools. The Native-speaking English Teacher (NET) scheme later expanded to include Hong Kong primary schools. Currently, teachers from around the world are placed in local (Hong Kong) classrooms and staffrooms. This intersection of local and global teaching professionals is the site for the examination of interculturalist theories through interactionist methodologies. Data in the form of a semi-structured interview with a Local English Teacher (LET) is analysed using Membership Categorization Analysis. The analysis addresses two key questions. First, how are intercultural categories and attributes talked into being? Second, how can examination of these categories lead to improved understanding of the intersubjective relations between local and expatriate teachers? Findings from analysis have implications for teachers’ professional development in cross-cultural contexts.
The assessment of literacy continues to be the focus of debate. Attention has been given to textu... more The assessment of literacy continues to be the focus of debate. Attention has been given to textual features of students' writing, such as vocabulary, grammar and generic structures. We demonstrate how students' success in school is also dependent on their enactment of the category 'child'. We examine the micro-sociological issue of how students and a teacher interpret and deploy practices appropriate to their status as 'child-student' and 'adult-teacher'. Drawing on work that examines the day-to-day, moment-by-moment enactment of institutional and folk theories of the 'child', we interrogate classroom talk and students' writing for the versions of the 'child' constructed there, the manner in which suppositions about the nature of childhood are enacted, and the implications of normative presumptions about the nature of the 'child' for students' assessment.
... Greer Cavallaro Johnson * & Helena Austin pages 57-72. ... For example: I s'pose I d... more ... Greer Cavallaro Johnson * & Helena Austin pages 57-72. ... For example: I s'pose I decided to do education, I didn't initially want to do it, but um just through my great teachers really yeah encouraged me and I thought wow I'd like to do what they've done for me for somebody else. ...
Section I 1. Framing Childhood 2. Rethinking Children and Childhood 3. Rethinking Schooling and C... more Section I 1. Framing Childhood 2. Rethinking Children and Childhood 3. Rethinking Schooling and Classrooms 4. Reconsidering Social Action and Social Structure Section II: Respecifying the Institutional Child 5. The School Child 6. The Classroom Child: Variations on a Theme 7. The Child of the Group Section III: The Materials of Education 8. The Materials of Education 9. Teaching the Category into Being 10. The Students' Writing Section IV 11. The Public Specification of the Child
This chapter is a checklist that seeks to act only as a starting point. It should be read alongsi... more This chapter is a checklist that seeks to act only as a starting point. It should be read alongside the details in the related chapters:
Abstract: The notion of ‘guilt’ has been subject of examination through the methods of Membership... more Abstract: The notion of ‘guilt’ has been subject of examination through the methods of Membership Categorisation Analysis as a part of the work of formal institutions such as courts, police, and schools where the consequences of decisions made may have direct effects on the person being judged. However whilst this research has provided access to the process of ‘negotiating’ guilt in these highly ritualized and formal contexts the ascription, negotiation and resistance of guilt is not restricted to these institutions. Rather deciding someone’s ‘guilt’ or resisting such a categorisation can be seen as part of the routine everyday work of social life. In this paper we use the method of Membership Categorisation Analysis to examine two instances where “guilt” is a matter of local negotiation between parties and where the consequences are purely a matter for the participants at hand: a narrative therapy counseling session and a conversation between friends. In the first site the negotiation is around a participant ‘feeling guilty’ whilst in the second, guilt is attributed to absent third party. Through our analysis we highlight that the interactional work of ascribing and resisting ‘guilt’ is both a routine feature of social interaction and that this routine feature is organised through members’ methodical use of descriptions and accounts embedded in a common sense relationship between individual and categorial actions.
Australian Review of Applied Linguistics, Jan 1, 2007
In this paper we use Membership Category Analysis to examine the way an interviewee utilizes cate... more In this paper we use Membership Category Analysis to examine the way an interviewee utilizes category work in order to resist the possible accusation of being a bad mother and instead posit her mothering as ordinary. Through our analysis we explore the interactional work of ascribing and resisting categorization organised through claims and counter-claims, making procedures routinely grounded in descriptions and accounts, and embedded in shifts between individual and categorial actions.
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Papers by Helena Austin
guilt is not restricted to these institutions. Rather deciding someone’s ‘guilt’ or resisting such a categorisation can be seen as part of the routine everyday work of social life. In this paper we use the method of Membership Categorisation Analysis
to examine two instances where “guilt” is a matter of local negotiation between parties and where the consequences are purely a matter for the participants at hand: a narrative therapy counseling session and a conversation between friends. In the first site the negotiation is around a participant ‘feeling guilty’ whilst in the second, guilt is attributed to absent third party. Through our analysis we highlight that the interactional work of ascribing and resisting ‘guilt’ is both a routine feature of social interaction and that this routine feature is organised through members’ methodical use of descriptions and accounts embedded in a common sense relationship between individual and categorial actions.