Abstract
This paper outlines the different priorities of current policy and research in literacy education in Australian schools. It suggests that a number of generic and specific factors contribute to the extent of these differences: differences in perspective and responsibility of policy-makers and researchers, different underlying theoretical assumptions, and changes in the current 'balance of power' brought about by recent national policy investment in school literacy education. It also argues that implications of these different priorities are being played out, most noticeably, in three major sites: different assumptions about the nature of literacy, different ways of recognising and valuing diversity in school populations, and different emphases on, and support for, the actual teaching of literacy. The paper concludes by suggesting that the resilience of the Australian educational community offers some hope for resistance to the more extreme elements of current policy priorities.
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