Storm surge: an autoethnography about teaching in the Australian outback

Ernst, Ruth, and Vallack, Jocene (2015) Storm surge: an autoethnography about teaching in the Australian outback. Qualitative Inquiry, 21 (2). pp. 153-160.

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This is a story about what happens when an experienced teacher attempts to survive the implementation of a relentless, assessment-driven curriculum. Australian Education systems are now demanding that schools be accountable for student results, and that student outcomes are measured. Philosophically, this may have a certain merit, but in translation, as systemic doctrines are interpreted and implemented independently, school by school, one teacher grieves for the loss of student-centered learning and intrinsic motivation in the classroom. The pedagogy is geared away from engagement and toward statistical endorsement of each school's teaching and learning. As with most statistical experiments, the individual exceptions are less important than the general trends. Ruth, a teacher in a remote Australian school, sees the system devouring her children.

Item ID: 34167
Item Type: Article (Research - C1)
ISSN: 1552-7565
Keywords: autoethnography; pedagogy
Date Deposited: 21 Aug 2014 03:34
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 100%
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