Abstract:
Internationally, normative discourses about literacy standards have rapidly proliferated and spaces for teachers to engage in serious intellectual inquiry seem to be shutting down. What counts, in current times, is increasingly only what can be counted. The onslaught of political and media attacks about standards has left many teachers with low morale and low energy. Many experienced teachers are doubting their own wisdom, despite years of successful practice; many novice teachers are wondering why they entered the profession.