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Teaching Australian Literature
Summary: What role should Australian literature play in the school curriculum? What principles should guide our selection of Australian texts? To what extent should concepts of the nation and a national identity frame the study of Australian writing? What do we imagine Australian literature to be? How do English teachers go about engaging their students in reading Australian texts? This volume brings together teachers, teacher educators, creative writers and literary scholars in a joint inquiry that takes a fresh look at what it means to teach Australian literature. The immediate occasion for the publication of these essays is the implementation of The Australian Curriculum: English, which several contributors subject to critical scrutiny. In doing so, they question the way that literature teaching is currently being constructed by standards-based reforms, not only in Australia but elsewhere.
Literary Knowing and the Making of English Teachers
At a time when knowledge is being 're-valued' as central to curriculum concerns, subject English is being called to account. Literary Knowing and the Making of English Teachers puts long-standing debates about knowledge and knowing in English in dialogue with an investigation of how English teachers are made in the 21st century. This book explores, for the first time, the role of literature in shaping English teachers’ professional knowledge and identities by examining the impacts, in particular, of their own school teaching in their ‘making’. The voices of early career English teachers feature throughout the work, in a series of vignettes providing reflective accounts of their profess...
A Companion to Research in Teacher Education
This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important conseque...
Required Reading
Required Reading examines for the first time what students have read and studied in the disciplines of English and literary studies at Australian schools and universities after 1945. On the basis of this primary evidence, the authors challenge enduring myths of curriculum history, the history of literary studies, critical theory, and cultural studies. They fill out the picture of how students were encouraged to read: when, where, and in which particular pedagogical and wider social and historical contexts. They relate dramatic changes to curriculum frameworks and syllabi, teaching and learning methods, social and cultural values and assumptions, and the academic discipline of literary studie...
The Hate Race
Shortlisted for the Victorian Premier's Literary Award for Non-Fiction Shortlisted for the Stella Prize 2017 'Against anything I had ever been told was possible, I was turning white. On the surface of my skin, a miracle was quietly brewing . . .' Suburban Australia. Sweltering heat. Three bedroom blonde-brick. Family of five. Beat-up Ford Falcon. Vegemite on toast. Maxine Beneba Clarke's life is just like all the other Aussie kids on her street. Except for this one, glaring, inescapably obvious thing. From one of Australia's most exciting writers, and the author of the multi-award-winning FOREIGN SOIL, comes THE HATE RACE: a powerful, funny, and at times devastating memoir about growing up black in white middle-class Australia.
The Future of English Teaching Worldwide
The seminal Dartmouth Conference (1966) remains a remarkably influential moment in the history of English teaching. Bringing together leading voices in contemporary English education, this book celebrates the Conference and its legacy, drawing attention to what it has achieved, and the questions it has raised. Encompassing a multitude of reflections on the Dartmouth Conference, The Future of English Teaching Worldwide provides fresh and revisionist readings of the meeting and its leading figures. Chapters showcase innovative and exciting new insights for English scholars, and address both theoretical and practical elements of teaching English in a variety of settings and countries. Covering topics including the place of new media in English curricula, the role of the canon, poetry and grammar, the text is divided into three accessible parts: Historical perspectives Dartmouth today: why it still matters Reflections: but for the future. This powerful collection will be of value to researchers, postgraduate students, literature scholars, practitioners, teacher educators, trainee and in-service teachers, as well as other parties involved in the teaching and study of English.
Studying Fiction
Studying Fiction provides a clear rationale alongside ideas and methods for teaching literature in schools from a cognitive linguistic perspective. Written by experienced linguists, teachers and researchers, it offers an overview of recent studies on reading and the mind, providing a detailed guide to concepts such as attention, knowledge, empathy, immersion, authorial intention, characterisation and social justice. The book synthesises research from cognitive linguistics in an applied way so that teachers and those researching English in education can consider ways to approach literary reading in the classroom. Each chapter: draws on the latest research in cognitive stylistics and cognitive...
Assessment for Teaching
Grounded in contemporary, evidence-based research, Assessment for Teaching provides a comprehensive introduction to assessment and teaching in school settings.
Literary Criticism
Cover -- Title Page -- Copyright -- Contents -- Preface -- Introduction -- 1. The Critical Revolution Turns Right -- 2. The Scholarly Turn -- 3. The Historicist/Contextualist Paradigm -- 4. The Critical Unconscious -- Conclusion: The Future of Criticism -- Appendix: The Critical Paradigm and T.S. Eliot -- Notes -- Acknowledgments -- Index
International Perspectives on English Teacher Development
The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time. With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction. International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.
