Empowering teachers: empowering children? How can researchers initiate and research empowerment

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The relationship between reading and empowerment, though often taken for granted, is complex. The paper describes a pilot research project, which sought to explore how teachers might change their practice in such a way as to empower the children in their care, rather than enculture them into the rather more passive and compliant practices of schooled literacy in the time of the National Literacy Strategy. The paper particularly explores the challenge of methodology: a project about empowerment needs emancipatory research methods. Can research empower, and can teachers, so dominated by the status quo, find the confidence to take on the responsibility that power confers? The paper describes the attempt to empower teachers and the researchers' attempt to gather evidence of that empowerment.
LanguageEnglish
Pages413-424(12)
JournalJournal of Research in Reading
Volume27
Issue number4
DOIs
Publication statusPublished - Nov 2004

Fingerprint

empowerment
Research Personnel
teacher
literacy
Research
research method
research project
confidence
Reading
responsibility
methodology
evidence
Power (Psychology)
Literacy
time

Keywords

  • education
  • teachers
  • children
  • research
  • empowerment
  • reading

Cite this

@article{1fdca6fbaf374b0a8e36a2655d6dea97,
title = "Empowering teachers: empowering children? How can researchers initiate and research empowerment",
abstract = "The relationship between reading and empowerment, though often taken for granted, is complex. The paper describes a pilot research project, which sought to explore how teachers might change their practice in such a way as to empower the children in their care, rather than enculture them into the rather more passive and compliant practices of schooled literacy in the time of the National Literacy Strategy. The paper particularly explores the challenge of methodology: a project about empowerment needs emancipatory research methods. Can research empower, and can teachers, so dominated by the status quo, find the confidence to take on the responsibility that power confers? The paper describes the attempt to empower teachers and the researchers' attempt to gather evidence of that empowerment.",
keywords = "education, teachers, children, research, empowerment, reading",
author = "Vivienne Smith",
year = "2004",
month = "11",
doi = "10.1111/j.1467-9817.2004.00243.x",
language = "English",
volume = "27",
pages = "413--424(12)",
journal = "Journal of Research in Reading",
issn = "0141-0423",
number = "4",

}

Empowering teachers: empowering children? How can researchers initiate and research empowerment. / Smith, Vivienne.

In: Journal of Research in Reading, Vol. 27, No. 4, 11.2004, p. 413-424(12).

Research output: Contribution to journalArticle

TY - JOUR

T1 - Empowering teachers: empowering children? How can researchers initiate and research empowerment

AU - Smith, Vivienne

PY - 2004/11

Y1 - 2004/11

N2 - The relationship between reading and empowerment, though often taken for granted, is complex. The paper describes a pilot research project, which sought to explore how teachers might change their practice in such a way as to empower the children in their care, rather than enculture them into the rather more passive and compliant practices of schooled literacy in the time of the National Literacy Strategy. The paper particularly explores the challenge of methodology: a project about empowerment needs emancipatory research methods. Can research empower, and can teachers, so dominated by the status quo, find the confidence to take on the responsibility that power confers? The paper describes the attempt to empower teachers and the researchers' attempt to gather evidence of that empowerment.

AB - The relationship between reading and empowerment, though often taken for granted, is complex. The paper describes a pilot research project, which sought to explore how teachers might change their practice in such a way as to empower the children in their care, rather than enculture them into the rather more passive and compliant practices of schooled literacy in the time of the National Literacy Strategy. The paper particularly explores the challenge of methodology: a project about empowerment needs emancipatory research methods. Can research empower, and can teachers, so dominated by the status quo, find the confidence to take on the responsibility that power confers? The paper describes the attempt to empower teachers and the researchers' attempt to gather evidence of that empowerment.

KW - education

KW - teachers

KW - children

KW - research

KW - empowerment

KW - reading

UR - http://dx.doi.org/10.1111/j.1467-9817.2004.00243.x

U2 - 10.1111/j.1467-9817.2004.00243.x

DO - 10.1111/j.1467-9817.2004.00243.x

M3 - Article

VL - 27

SP - 413-424(12)

JO - Journal of Research in Reading

T2 - Journal of Research in Reading

JF - Journal of Research in Reading

SN - 0141-0423

IS - 4

ER -