This paper focused on some international and national contemporary issues emerging for all teachers resulting from the rapidly evolving international education, and specifically literacy education, policy contexts. Some resulting effects of contemporary literacy education policy on literacy education in schools and on children’s holistic educational experience were discussed. Some current developments in literacy education were related to, situated within and explained by reference to the powerful, yet often invisible, international global education reform movement (GERM). The case for the need to challenge the influence of the GERM effect on literacy education and education experiences generally was made.
Alternative literacy education issues which ought to form part of the international debate and reform agenda regarding literacy development was identified and explored. These key issues and challenges for all teachers were discussed, recognising that envisaged literacy pedagogy in many international contexts, often nurtured by the ‘GERM’, is often at odds with research-informed best practice in literacy development. The presentation concluded with some recommendations for change with respect to literacy development in schools, which arose from the previous discussion and which were based on the identified needs of schools and teachers internationally, rather than driven by the narrow ‘GERM’ agenda.