Employing constructivist grounded theory methods to explain reformers’ experiences of scaling-up education reform

Providing effective English literacy education for Indigenous students learning English as a Second Language (ESL) is a longstanding challenge for reformers in the Northern Territory of Australia. Although innovative practices have demonstrated success sustained system-wide reform remains elusive. To explain reformers’ experiences of scaling-up Accelerated Literacy in the Northern Territory of Australia (2004-2009) I adopted constructivist grounded theory (CGT) methods and undertook an iterative and inductive process of collecting and analysing interview data collected from 34 interviews and countless documents. To uncover the meanings reformers attached to their experiences I employed the theoretical lens of symbolic interactionism (SI). SI assumes that meaning is constructed intra and inter-subjectively in changing contexts and this shapes action and interaction. The research found that scaling-up AL was experienced by reformers as a political and ideological quest to overcome legacies of Aboriginal education policy and practice failure, experienced in five evolving phases: 1) grasping AL as the solution; 2) scaling-up a pilot project; 3) faltering implementation; 4) improving implementation; and 5) winding down. Reformers shaped the process as they adapted to contingencies according to their conflicting conceptions of scaling-up and contested beliefs about English literacy approaches for Aboriginal students learning (ESL). This research raises important questions about how reformers and policy makers position Indigenous students learning ESL and how this shapes decision-making, teaching approaches and measures of success.