A reflection on the success of the Australian enterprise Ã¢Â€Â˜HURTÃ¢Â€Â™ as an out-of-school literacy event. And a discussion of the value of including similar literacy work inside school: teachersÃ¢Â€Â™ professional expertise can support students to make the connections between their cultural-discursive practice and the associated acquisition and learning of operational skills and technical understandings about language, text, and modes of meaning. Teachers would have confidence that young people can be trusted to be able to fill in a curriculum space constituted as an Ã¢Â€Â˜invitationÃ¢Â€Â™ or Ã¢Â€Â˜questionÃ¢Â€Â™ rather than simply a Ã¢Â€Â˜commandÃ¢Â€Â™ (Green 1990). TeachersÃ¢Â€Â™ expertise can support these forms of literacy practice within critical-reflexive frames that matter in the socio-spatial situation of educational practice, so that students are offered ways of reading their place, and their position in it, differently.Where school systems have organized themselves in ways that place such rich tasks Ã¢Â€Â˜outsideÃ¢Â€Â™ rather than integral to the literacy program, there is danger of providing such narrow understandings of literacy that we cannot see the evidence and potential of enlisting literate behaviours more appropriate to the particularities of the people and places they serve.
|Title of host publication||Rethinking Rural Literacies|
|Subtitle of host publication||Transnational Perspectives|
|Editors||Bill Green, Michael Corbett|
|Place of Publication||United States|
|Number of pages||20|
|Publication status||Published - 2013|
Reid, J-A. (2013). Rural Boys, Literacy Practice and the possibilities of Difference: Tales out of School. In B. Green, & M. Corbett (Eds.), Rethinking Rural Literacies: Transnational Perspectives (1 ed., pp. 135-154). Palgrave Macmillan.