Literacy disrupted: Re/scripting possibilities for critical curriculum change in Australian primary schools

Full text for this resource is not available from the Research Repository.

Vicars, Mark ORCID: 0000-0003-0684-2180 and Sesta, Jenny ORCID: 0000-0003-0750-5768 (2023) Literacy disrupted: Re/scripting possibilities for critical curriculum change in Australian primary schools. Equity in Education and Society, 2 (2). pp. 181-197. ISSN 2752-6461

Dimensions Badge

Altmetric Badge

Additional Information

"Users who receive access to an article through a repository are reminded that the article is protected by copyright and reuse is restricted to non-commercial and no derivative uses. Users may also download and save a local copy of an article accessed in an institutional repository for the user's personal reference. For permission to reuse an article, please follow our Process for Requesting Permission " - from https://au.sagepub.com/en-gb/oce/posting-to-an-institutional-repository-green-open-access

Item type Article
URI https://vuir.vu.edu.au/id/eprint/48107
DOI 10.1177/27526461231157421
Official URL https://journals.sagepub.com/doi/10.1177/275264612...
Subjects Current > FOR (2020) Classification > 3901 Curriculum and pedagogy
Current > Division/Research > College of Arts and Education
Current > Division/Research > Institute for Sustainable Industries and Liveable Cities
Keywords curriculum; primary school; Australia; inequality; currere; pedagogy
Download/View statistics View download statistics for this item

Search Google Scholar

Repository staff login