Lenore Adie | Australian Catholic University (original) (raw)
Papers by Lenore Adie
Cambridge Journal of Education
Social justice is an international concern and evident in education and assessment policies, but ... more Social justice is an international concern and evident in education and assessment policies, but is less evident in the enactment of reporting policy and practices. We explore these ruptures in assessment policy through analysis of the assessment documents of three countries, Australia, New Zealand and Scotland. Specifically, we address the social and cultural assumptions that limit opportunities for student and parent voice in reporting processes. Robinson and Taylor’s (2007) four core values of student voice form the conceptual framework. In order to better align assessment, reporting and social justice practices, we draw on notions of spirit and letter of assessment, feedback to create dialogic spaces, and the relationship between formative and summative assessment. Lundy’s (2007) conceptualisation of voice is used to propose ways forward to create a more socially just reporting system. To transform reporting practices, we recommend reconceptualising reporting as communicating, and assessment as progressing learning.fals
Routledge eBooks, May 24, 2022
Research Conference 2022: Reimagining assessment: Proceedings and program
This presentation outlines the different practices and purposes of assessment moderation and anal... more This presentation outlines the different practices and purposes of assessment moderation and analyses the benefits and issues of these. Two projects are presented; each seeks to improve teacher judgement. Both attempt to redefine what we mean by moderation and how moderation can be conducted to reach diverse and dispersed groups. The first draws on a current Australian Research Council project that is exploring the development of scaled exemplars, the use of commentaries of judgement decisions, and the use of digital platforms to support teachers grading student work. The second draws on the work of the Graduate Teacher Performance Assessment (GTPA) group of 19 universities to demonstrate how large-scale moderation of complex performance assessments can be conducted across states and territories. The layers of processes, including the use of technology, required to ensure judgement reliability are illustrated. In both contexts, the ways in which moderation is understood and practise...
![Research paper thumbnail of An introduction to assessment [Book Review]](https://attachments.academia-assets.com/94574326/thumbnails/1.jpg)
](The English examination system provides a market in which a limited number of providers are accre... more The English examination system provides a market in which a limited number of providers are accredited to offer curriculum-based examinations in many subject areas and at several levels. The most significant are the General Certificate of Secondary Education (GCSE) and the General Certificate of Education, Advanced (A level). Because these examinations are used for high-stakes purposes, including higher education and employment selection for individuals and programme evaluation for institutions, it is desired that scores from various exams be ‘comparable’ in several respects: across syllabuses and examination boards within a subject area, across years, and even across subject areas. Just how to accomplish this goal has been a topic of continual research and debate for over 50 years, through many changes of examination and institutional structures. But ever year, tens of thousands of scores must be reported, and every year, users expect them to ‘be comparable’ and use them as if they...
![Research paper thumbnail of Using annotations to inform an understanding of achievement standards [accepted manuscript]](https://attachments.academia-assets.com/94574321/thumbnails/1.jpg)
](The implementation of a new national curriculum and standards-referenced assessment in Australia ... more The implementation of a new national curriculum and standards-referenced assessment in Australia has been an opportunity and a challenge for teacher assessment practices. In this case study of teachers in two Queensland schools, we explore how annotating student or exemplar assessment tasks could support teacher assessment practice. Three learning conversations between the researchers and the teacher teams are interpreted through the lens of Bernstein's (1999) horizontal and vertical discourses to understand the complexities of coming to know an assessment standard. The study contributes to the literature on the use of annotations by exploring how teachers negotiated the purposes and processes of annotation, how annotating student work or exemplars before teaching commenced supported teachers to experience greater clarity about assessment standards and, finally, some of the tensions experienced by the teachers as they considered this practice within the practicalities of their daily work.
Moderation, or social moderation involves teachers meeting together to discuss and negotiate judg... more Moderation, or social moderation involves teachers meeting together to discuss and negotiate judgments made on student work. It is discussed in a holistic sense of encompassing all stages of the teaching/learning process. In systems that employ standards-referenced curriculum and assessment, social moderation and/or online moderation are processes adopted to ensure consistency and reliability of assessment grades. Moderation is a social practice in which teachers present and critique judgment decisions based on critical evidence in the sample or portfolio of work. Teachers willingly open their practice to scrutiny from colleagues and respond to feedback on judgment decisions. Moderation is discussed and analyzed in terms of the various ways it may be organized and the key processes involved. Challenges to moderation include the subjectivity of judgment making; the lack of engagement with the standard; the interplay of identity and differential power relations in judgment making and critique of judgments; and the difficulty of achieving consistency across an entire education system. Moderation represents a form of professional learning when teachers critically reflect on their understanding of the standard and develop goals to improve their future instruction and assessment practices.
Attracting quality teachers to rural areas is an ongoing international concern. Teacher education... more Attracting quality teachers to rural areas is an ongoing international concern. Teacher education institutions have been criticised for contributing to this problem by failing to raise an awareness of teaching in rural areas in their teacher education programs. This study investigates preservice teachers ‟ perceptions towards teaching in rural areas after participating in a rural experience through the Over the Hill project. A self-selected group of second and third year preservice teachers from a regional campus of an urban Queensland university participated in a six-day rural experience, which included being billeted with local families, attending local community events and observing and teaching in rural primary and secondary schools. Data collected from the preservice teachers before and after the rural teaching experience were analysed to reveal positive perceptions towards teaching and living in rural communities. The findings revealed that even a brief immersion into rural sc...
Teacher Education, Learning Innovation and Accountability, 2018
Socio-economic and political changes as well as rapid technological advances are constant feature... more Socio-economic and political changes as well as rapid technological advances are constant features of the present era. While many classrooms still appear more suited to models of learning and teaching practices adopted in the last century, there are loud calls for educational and assessment reform.
Springer International Handbooks of Education, 2018
The Springer International Handbooks of Education series aims to provide easily accessible, pract... more The Springer International Handbooks of Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in education. Each Handbook follows the same pattern of examining in depth a field of educational theory, practice and applied scholarship, its scale and scope for its substantive contribution to our understanding of education and, in so doing, indicating the direction of future developments. The volumes in this series form a coherent whole due to an insistence on the synthesis of theory and good practice. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. The volume editors represent the world's leading educationalists. Their task has been to identify the key areas in their field that are internationally generalizable and, in times of rapid change, of permanent interest to the scholar and practitioner.
Teacher Education, Learning Innovation and Accountability, 2018
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Cambridge Scholars Publishing eBooks, 2020
[Excerpt] The trend towards greater accountability and transparency in assessment practices acros... more [Excerpt] The trend towards greater accountability and transparency in assessment practices across all levels of education has resulted in a range of procedures and the production of artifacts to meet these ends. Rubrics are an outcome of this trend and now serve as a critical aid for judging the quality of student work in tertiary education, and in justifying grades given to students. Rubrics—when they are constructed well and identify the criteria and expected standard of a performance—are a means to valid, reliable, equitable, and fair assessment practices, and provide a framework for students to reflect on their learning and establish next-step goals (Andrade, 2005; Watty et al. 2014). However, rubrics with the associated criteria that identify what students should know and do have been criticized as normalizing student responses and restricting their creativity (Crossouard, 2011; Torrance, 2007); they have also been criticized for being able to measure only quantifiable features and so are unable to capture the critical connection between criteria that produce cohesiveness in a response (Sadler, 1985, 2009). Torrance (2007, p. 292) refers to this practice as “a convergent focus on criterion attainment and award accrual”. On top of these criticisms are claims that students do not necessarily refer to the rubric to guide their response (Sinclair & Cleland, 2007). Hardly surprising is that determining the means to transparency and fairness in assessment, as well as allowing for creativity in response, is an area of ongoing debate and research endeavor
A new national curriculum and standards-referenced assessment in Australia is enabling teachers t... more A new national curriculum and standards-referenced assessment in Australia is enabling teachers to revisit formative assessment as a philosophy of interconnected pedagogic, curriculum and assessment practices through which students make meaning about their learning. This research investigated how Australian teachers made meaning of the new national assessment standards, as a prerequisite for the formative assessment practice of sharing expected standards with students in responsive ways that respect their diversity as learners. Formative assessment involves teachers and students recontextualising vertical discourses of official or schooled knowledge, and horizontal discourses of local knowledge that are “context dependent and specific, tacit, multi-layered” (Bernstein, 1999, p. 159). This research examined how teachers recontextualised new assessment standards by annotating exemplars to inform their planning prior to teaching. Data were collected through audio recording professional...
Professionalizing Teacher Education
Review of Educational Research, 2022
This systematic review examined evidence of the utility of learning progression (LP)–based assess... more This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future...
Teacher Education, Learning Innovation and Accountability, 2021
This chapter introduces the Graduate Teacher Performance Assessment (GTPA) as an Australian endor... more This chapter introduces the Graduate Teacher Performance Assessment (GTPA) as an Australian endorsed teaching performance assessment (TPA). The GTPA is taken to be a cultural disruptor. Officially it is positioned within an accountability-as-measurement policy-driven reform context. We are bringing an inquiry mindset to the introduction of TPAs within which TPAs acted as a catalyst to inquire into initial teacher education (ITE) programs with a focus on evidence of program effectiveness. We argue that the use of data generated from the assessment for curriculum review and program renewal through TPAs is not an optional extra. Rather, it is a necessary precondition for a sustainable approach to professional accountability and requires a new mindset on the part of teacher educators, policy personnel, and school staff involved in preparing future generations of teachers
Teacher Education, Learning Innovation and Accountability, 2021
The final chapter revisits the key questions explored in the book and from this vantage point ass... more The final chapter revisits the key questions explored in the book and from this vantage point asserts that: We have to get teaching performance assessments (TPAs) right. Our pursuit has been to connect standards, the evaluative expertise of teacher educators, and evidence. The term evidence is taken to include both evidence of standards and standards of evidence. Here, the Graduate Teacher Performance Assessment (GTPA) is presented as part of longitudinal research that involves custom designing digital architecture and utilising system thinking. This includes the vital approach to cross-institutional moderation online (CIM-Online™) and data visualisation of a type that supports collaborative action at scale and enables the agentic action of teacher educators. The chapter introduces an interconnected set of preconditions that constitute a sustainable approach to culture change in teacher education. Finally, the chapter proposes what is required in order to get TPAs right.
Teacher Education, Learning Innovation and Accountability, 2021
In Provocation 5, Wyatt-Smith, Day, and Adie describe how, due to the COVID-19 situation, preserv... more In Provocation 5, Wyatt-Smith, Day, and Adie describe how, due to the COVID-19 situation, preservice teachers were unable to complete TPAs in classrooms in 2020. The teaching workforce pipeline of graduate teachers in 2020 was at risk. The closure of schools presented significant concerns regarding the policy requirement for graduates to demonstrate professional competence (classroom readiness). In this provocation, the authors present how the GTPA Collective was able to meet these challenges during the impact of COVID-19 on teacher education. The response involved designing GTPA Data Scenarios that presented a class context and included authentic data samples and materials drawn from previous cohorts
Teacher Education, Learning Innovation and Accountability, 2021
RESUMO Este artigo apresenta a segregação urbana enquanto fenômeno complexo e real no Brasil. É p... more RESUMO Este artigo apresenta a segregação urbana enquanto fenômeno complexo e real no Brasil. É possível ver nas cidades brasileiras contrastes socioeconômicos e culturais na ocupação do espaço urbano. Tem-se como objetivo analisar a formação da identidade dos grupos vulneráveis a partir de sua interação interna e com outros grupos sociais. A metodologia adotada apoiou-se em análise bibliográfica e, também, a partir dos relatos da autora Carolina Maria de Jesus, moradora da favela do Canindé, em São Paulo, autora do livro "Quarto de Despejo". Concluiu-se que a construção falseada da identidade funciona como obstáculo para o exercício de uma cidadania ativa.
Cambridge Journal of Education
Social justice is an international concern and evident in education and assessment policies, but ... more Social justice is an international concern and evident in education and assessment policies, but is less evident in the enactment of reporting policy and practices. We explore these ruptures in assessment policy through analysis of the assessment documents of three countries, Australia, New Zealand and Scotland. Specifically, we address the social and cultural assumptions that limit opportunities for student and parent voice in reporting processes. Robinson and Taylor’s (2007) four core values of student voice form the conceptual framework. In order to better align assessment, reporting and social justice practices, we draw on notions of spirit and letter of assessment, feedback to create dialogic spaces, and the relationship between formative and summative assessment. Lundy’s (2007) conceptualisation of voice is used to propose ways forward to create a more socially just reporting system. To transform reporting practices, we recommend reconceptualising reporting as communicating, and assessment as progressing learning.fals
Routledge eBooks, May 24, 2022
Research Conference 2022: Reimagining assessment: Proceedings and program
This presentation outlines the different practices and purposes of assessment moderation and anal... more This presentation outlines the different practices and purposes of assessment moderation and analyses the benefits and issues of these. Two projects are presented; each seeks to improve teacher judgement. Both attempt to redefine what we mean by moderation and how moderation can be conducted to reach diverse and dispersed groups. The first draws on a current Australian Research Council project that is exploring the development of scaled exemplars, the use of commentaries of judgement decisions, and the use of digital platforms to support teachers grading student work. The second draws on the work of the Graduate Teacher Performance Assessment (GTPA) group of 19 universities to demonstrate how large-scale moderation of complex performance assessments can be conducted across states and territories. The layers of processes, including the use of technology, required to ensure judgement reliability are illustrated. In both contexts, the ways in which moderation is understood and practise...
The English examination system provides a market in which a limited number of providers are accre... more The English examination system provides a market in which a limited number of providers are accredited to offer curriculum-based examinations in many subject areas and at several levels. The most significant are the General Certificate of Secondary Education (GCSE) and the General Certificate of Education, Advanced (A level). Because these examinations are used for high-stakes purposes, including higher education and employment selection for individuals and programme evaluation for institutions, it is desired that scores from various exams be ‘comparable’ in several respects: across syllabuses and examination boards within a subject area, across years, and even across subject areas. Just how to accomplish this goal has been a topic of continual research and debate for over 50 years, through many changes of examination and institutional structures. But ever year, tens of thousands of scores must be reported, and every year, users expect them to ‘be comparable’ and use them as if they...
The implementation of a new national curriculum and standards-referenced assessment in Australia ... more The implementation of a new national curriculum and standards-referenced assessment in Australia has been an opportunity and a challenge for teacher assessment practices. In this case study of teachers in two Queensland schools, we explore how annotating student or exemplar assessment tasks could support teacher assessment practice. Three learning conversations between the researchers and the teacher teams are interpreted through the lens of Bernstein's (1999) horizontal and vertical discourses to understand the complexities of coming to know an assessment standard. The study contributes to the literature on the use of annotations by exploring how teachers negotiated the purposes and processes of annotation, how annotating student work or exemplars before teaching commenced supported teachers to experience greater clarity about assessment standards and, finally, some of the tensions experienced by the teachers as they considered this practice within the practicalities of their daily work.
Moderation, or social moderation involves teachers meeting together to discuss and negotiate judg... more Moderation, or social moderation involves teachers meeting together to discuss and negotiate judgments made on student work. It is discussed in a holistic sense of encompassing all stages of the teaching/learning process. In systems that employ standards-referenced curriculum and assessment, social moderation and/or online moderation are processes adopted to ensure consistency and reliability of assessment grades. Moderation is a social practice in which teachers present and critique judgment decisions based on critical evidence in the sample or portfolio of work. Teachers willingly open their practice to scrutiny from colleagues and respond to feedback on judgment decisions. Moderation is discussed and analyzed in terms of the various ways it may be organized and the key processes involved. Challenges to moderation include the subjectivity of judgment making; the lack of engagement with the standard; the interplay of identity and differential power relations in judgment making and critique of judgments; and the difficulty of achieving consistency across an entire education system. Moderation represents a form of professional learning when teachers critically reflect on their understanding of the standard and develop goals to improve their future instruction and assessment practices.
Attracting quality teachers to rural areas is an ongoing international concern. Teacher education... more Attracting quality teachers to rural areas is an ongoing international concern. Teacher education institutions have been criticised for contributing to this problem by failing to raise an awareness of teaching in rural areas in their teacher education programs. This study investigates preservice teachers ‟ perceptions towards teaching in rural areas after participating in a rural experience through the Over the Hill project. A self-selected group of second and third year preservice teachers from a regional campus of an urban Queensland university participated in a six-day rural experience, which included being billeted with local families, attending local community events and observing and teaching in rural primary and secondary schools. Data collected from the preservice teachers before and after the rural teaching experience were analysed to reveal positive perceptions towards teaching and living in rural communities. The findings revealed that even a brief immersion into rural sc...
Teacher Education, Learning Innovation and Accountability, 2018
Socio-economic and political changes as well as rapid technological advances are constant feature... more Socio-economic and political changes as well as rapid technological advances are constant features of the present era. While many classrooms still appear more suited to models of learning and teaching practices adopted in the last century, there are loud calls for educational and assessment reform.
Springer International Handbooks of Education, 2018
The Springer International Handbooks of Education series aims to provide easily accessible, pract... more The Springer International Handbooks of Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in education. Each Handbook follows the same pattern of examining in depth a field of educational theory, practice and applied scholarship, its scale and scope for its substantive contribution to our understanding of education and, in so doing, indicating the direction of future developments. The volumes in this series form a coherent whole due to an insistence on the synthesis of theory and good practice. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. The volume editors represent the world's leading educationalists. Their task has been to identify the key areas in their field that are internationally generalizable and, in times of rapid change, of permanent interest to the scholar and practitioner.
Teacher Education, Learning Innovation and Accountability, 2018
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Cambridge Scholars Publishing eBooks, 2020
[Excerpt] The trend towards greater accountability and transparency in assessment practices acros... more [Excerpt] The trend towards greater accountability and transparency in assessment practices across all levels of education has resulted in a range of procedures and the production of artifacts to meet these ends. Rubrics are an outcome of this trend and now serve as a critical aid for judging the quality of student work in tertiary education, and in justifying grades given to students. Rubrics—when they are constructed well and identify the criteria and expected standard of a performance—are a means to valid, reliable, equitable, and fair assessment practices, and provide a framework for students to reflect on their learning and establish next-step goals (Andrade, 2005; Watty et al. 2014). However, rubrics with the associated criteria that identify what students should know and do have been criticized as normalizing student responses and restricting their creativity (Crossouard, 2011; Torrance, 2007); they have also been criticized for being able to measure only quantifiable features and so are unable to capture the critical connection between criteria that produce cohesiveness in a response (Sadler, 1985, 2009). Torrance (2007, p. 292) refers to this practice as “a convergent focus on criterion attainment and award accrual”. On top of these criticisms are claims that students do not necessarily refer to the rubric to guide their response (Sinclair & Cleland, 2007). Hardly surprising is that determining the means to transparency and fairness in assessment, as well as allowing for creativity in response, is an area of ongoing debate and research endeavor
A new national curriculum and standards-referenced assessment in Australia is enabling teachers t... more A new national curriculum and standards-referenced assessment in Australia is enabling teachers to revisit formative assessment as a philosophy of interconnected pedagogic, curriculum and assessment practices through which students make meaning about their learning. This research investigated how Australian teachers made meaning of the new national assessment standards, as a prerequisite for the formative assessment practice of sharing expected standards with students in responsive ways that respect their diversity as learners. Formative assessment involves teachers and students recontextualising vertical discourses of official or schooled knowledge, and horizontal discourses of local knowledge that are “context dependent and specific, tacit, multi-layered” (Bernstein, 1999, p. 159). This research examined how teachers recontextualised new assessment standards by annotating exemplars to inform their planning prior to teaching. Data were collected through audio recording professional...
Professionalizing Teacher Education
Review of Educational Research, 2022
This systematic review examined evidence of the utility of learning progression (LP)–based assess... more This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future...
Teacher Education, Learning Innovation and Accountability, 2021
This chapter introduces the Graduate Teacher Performance Assessment (GTPA) as an Australian endor... more This chapter introduces the Graduate Teacher Performance Assessment (GTPA) as an Australian endorsed teaching performance assessment (TPA). The GTPA is taken to be a cultural disruptor. Officially it is positioned within an accountability-as-measurement policy-driven reform context. We are bringing an inquiry mindset to the introduction of TPAs within which TPAs acted as a catalyst to inquire into initial teacher education (ITE) programs with a focus on evidence of program effectiveness. We argue that the use of data generated from the assessment for curriculum review and program renewal through TPAs is not an optional extra. Rather, it is a necessary precondition for a sustainable approach to professional accountability and requires a new mindset on the part of teacher educators, policy personnel, and school staff involved in preparing future generations of teachers
Teacher Education, Learning Innovation and Accountability, 2021
The final chapter revisits the key questions explored in the book and from this vantage point ass... more The final chapter revisits the key questions explored in the book and from this vantage point asserts that: We have to get teaching performance assessments (TPAs) right. Our pursuit has been to connect standards, the evaluative expertise of teacher educators, and evidence. The term evidence is taken to include both evidence of standards and standards of evidence. Here, the Graduate Teacher Performance Assessment (GTPA) is presented as part of longitudinal research that involves custom designing digital architecture and utilising system thinking. This includes the vital approach to cross-institutional moderation online (CIM-Online™) and data visualisation of a type that supports collaborative action at scale and enables the agentic action of teacher educators. The chapter introduces an interconnected set of preconditions that constitute a sustainable approach to culture change in teacher education. Finally, the chapter proposes what is required in order to get TPAs right.
Teacher Education, Learning Innovation and Accountability, 2021
In Provocation 5, Wyatt-Smith, Day, and Adie describe how, due to the COVID-19 situation, preserv... more In Provocation 5, Wyatt-Smith, Day, and Adie describe how, due to the COVID-19 situation, preservice teachers were unable to complete TPAs in classrooms in 2020. The teaching workforce pipeline of graduate teachers in 2020 was at risk. The closure of schools presented significant concerns regarding the policy requirement for graduates to demonstrate professional competence (classroom readiness). In this provocation, the authors present how the GTPA Collective was able to meet these challenges during the impact of COVID-19 on teacher education. The response involved designing GTPA Data Scenarios that presented a class context and included authentic data samples and materials drawn from previous cohorts
Teacher Education, Learning Innovation and Accountability, 2021
RESUMO Este artigo apresenta a segregação urbana enquanto fenômeno complexo e real no Brasil. É p... more RESUMO Este artigo apresenta a segregação urbana enquanto fenômeno complexo e real no Brasil. É possível ver nas cidades brasileiras contrastes socioeconômicos e culturais na ocupação do espaço urbano. Tem-se como objetivo analisar a formação da identidade dos grupos vulneráveis a partir de sua interação interna e com outros grupos sociais. A metodologia adotada apoiou-se em análise bibliográfica e, também, a partir dos relatos da autora Carolina Maria de Jesus, moradora da favela do Canindé, em São Paulo, autora do livro "Quarto de Despejo". Concluiu-se que a construção falseada da identidade funciona como obstáculo para o exercício de uma cidadania ativa.