Connecting teachers and researchers in dialogue: metaloguing post-COVID teacher ennui
Submitted by:
Steven Kolber
Abstract:
L1 teachers face a post-COVID slump amid a widespread teacher shortage, how might the tools core to their work be used in emancipatory and empowering ways? In this session, the tools of metalogue, storying and autoethnographic writing will be used as weapons to shine light on Australian teachers' experiences both within and following the pandemic and its lockdown components.
This session will explore the cascading difficulties faced by teacher attrition, ongoing absences and how these affect those teachers who stay within the profession. An insider's perspective will provide insights into how this challenged L1 English teachers, potential challenges to the field, and how the tools for addressing some of these concerns may be contained within the pedagogies inherent to language teaching themselves.
For teachers and teacher educators, this session will explore current challenges and potential ways forward for improving L1 educators and teachers' wellbeing and commitment to the profession.
References
Bateson, G. (1972). Metalogue: Why do things get in a muddle. G. Bateson, Steps to an ecology of mind, 3-8. University Of Chicago Press.
Czuy, K., & Hogarth, M. (2019). Circling the square: Indigenizing the dissertation. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 3(1), 1-16.
Longmuir, F., Gallo Cordoba, B., Phillips, M., Allen, K.A. & Moharami, M. (2022). Australian Teachers’ Perceptions of their Work in 2022. Monash University. https://doi.org/10.26180/21212891
Shann, S., & Cunneen, R. (2011). Mythopoetics in the English classroom. English in Australia, 46(2), 47-56
Willis, L. D., & Exley, B. (2016). Language variation and change in the Australian Curriculum English: Integrating sub-strands through a pedagogy of metalogue. English in Australia, 51(2), 74-84.