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• W3006743032 abstract "Why is it that some students who struggle with print literacy manage to succeed at highschool while others, given the same opportunities to succeed, fail? Through weaving togetherand analysing the stories of four actors—a Learning Support teacher, a teacher’s aide and twoformer students—this thesis aims to answer that question. At the start of her research theLearning Support teacher believed that the implementation of her school’s explicitly taughtreading and comprehension program would be the most obvious contributing factor to studentsuccess. Through focussed conversations and subsequent reflection, she discovers thatrelationships, friendships and connectedness to the school community are the factors mostcommonly recalled by students as central to their high school journeys to success.  In this story the author, who uses the pseudonym of Elle, unfolds and analyses thelives and experiences of three people inside and outside their school setting. Two of these arerecent school graduates (2010) who succeeded in making it to the end of Year 12, passing alltheir subjects. The third person in this story, who also struggled to achieve at schoolgraduated in the 1970s. All three people in this story struggled with print literacy.  As Elle compares and contrasts their stories, she looks for ways of being, not easilyaccessed forty years previously, that might have contributed to the success of the two youngpeople in the first decade of the twenty-first century. As she tries to make sense of what itmeans to be successful at school Elle turns inevitably to examine her own experiences in the1970s.   The key methodology of this research lies in storying. With story as her method, Ellesheds light on the thoughts, memories, and embodied emotions of those for whom schoolsuccess does not come easily. Through storying and a narrative detailing of the contextswithin which they evolve, Elle also brings to life certain school experiences that she believesinfluenced each person’s ability to ‘do school’. The principal aim of the thesis is to arrive at adeeper understanding of how some students can succeed at school despite an inability to reador write well.   In order to achieve its aim, the thesis also deploys Michel Foucault’s ideas onpower/knowledge, the subject and technologies of self. In examining how success in theschool setting is linked to certain institutional knowledges which can be time-specific and canalso affect the flow of power, Elle’s Foucauldian analysis seeks to understand why success isavailable to some struggling students but not to others. Foucault’s understanding of the forcesproductive of the docile body is central to this part of the thesis, as is his understanding of the ways in which we can access the flow of power through a practice of freedom. Thesenegotiations of power occur across historical periods, but also contemporarily within thesame peer groups.   The stories in this research reassure us that there are counternarratives, stories fromthe margins of school culture and of school success that exist alongside, occasionallybecoming part of, the grand narrative of what it means to be a successful high school student.It is within these counternarratives that we, as teachers, can guide our struggling readers andwriters to learn other ways of accessing the flow of power in their rapidly changing, highlymediatised, and socially challenging culture.   Aspects of our humanness compel us to develop relationships, to find ways to connectto our community or to become part of a bigger story. This is a story of only four people, butthe implications for all of us as teachers and colleagues with access to the power relations inschool institutions are significant. In the telling of these stories, in the possibility of makingconnections with the reader, the thesis seeks to legitimise the counternarratives of our livedexperiences." @default.
• W3006743032 created "2020-03-06" @default.
• W3006743032 creator A5090134201 @default.
• W3006743032 date "2020-02-06" @default.
• W3006743032 modified "2023-09-23" @default.
• W3006743032 title "Students who struggle with literacy in the print culture of high school: exploring strategies for success" @default.
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