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AbstractHistoryArchive Description
'In this brief paper I want to argue for the inclusion of classic works of Australian
literature in a national curriculum. But I also want to suggest that canonical works
are more complex objects than has sometimes been assumed in recent public debates.
The canonical Australian works I know are ‘Australian’ enough, but they are also
ambivalent and even conflicted about the nation and nationalism. And finally, I’ll
say something about the different kinds of course design that characterise the
teaching of Australian literature in schools and universities. This will lead me to
argue for some degree of prescription in the curriculum (p.97).
Publication Details of Only Known VersionEarliest 2 Known Versions of
Works about this Work
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A Text for This Time : Theory, Ethics and Pedagogy in Teaching the Macquarie PEN Anthology of Australian Literature
2011
single work
criticism
— Appears in: Teaching Australian Literature : From Classroom Conversations to National Imaginings 2011; (p. 108-128) 'Remember the days of the old school yard? I do. More precisely, I remember much of what took place in my senior English classroom. More than a quarter of a century later, I can still recall the excitement I felt in reading particular books and authors for the first time. What I do not recall, however, is an instance of the nationality of an author influencing my engagement with their writing. For example, thinking back on why I enjoyed reading My Brother Jack, I recollect I found George Johnston's central character David Meredith appealing, but not as a representation of what it is to be an Australian. The Australia of My Brother Jack is certainly not the Australia I knew in the early 1980s, and David Meredith's experiences seemed as foreign to me then as the poets-of-origin of the clipper ships which so fascinated him. I was drawn to Meredith because of his determination to be free and - if I am honest - I hoped that I might one day end up partnered with my Cressida Morley. Is there anything exclusively Australian about David Meredith's yearning for freedom? I don't think so, not least because my reading of The Adventures of Huckleberry Finn and Tennyson's 'Ulysses' in that same school year suggested parallels in the motivations of all three characters.' (From author's preface, 108)
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What We Have to Work With : Teaching Australian Literature in the Contemporary Context
2011
single work
criticism
— Appears in: Teaching Australian Literature : From Classroom Conversations to National Imaginings 2011; (p. 52-69) 'I would like to explore some aspects of the experience of literary knowledge, amongst and between teachers and students, as reported in the 2010 Australian Learning & Teaching Council (ALTC)-funded project Australian Literature Teaching Survey. This exploration is framed by the contexts of that survey, particularly the history of 'English' in Australian education and its evolution, in the second half of the twentieth century, to include the study of Australian literature (see Dale, 1997; Reid, 1988) and recent responses to a federal government led proposal for a national or 'Australian' curriculum (K-12), which includes Australian literature within the proposed English strand. These reflections on the issues and questions that came out of the work of the ALTC report are influenced by my understanding of the disciplinary history of tertiary literary studies and of literary education at the secondary level, as well as by my own experiences of teaching literature within those educational and institutional contexts. These reflections are also informed by studies of English pedagogy that aim to pay attention to the lifeworlds of students and teachers and their experiences in the classroom (like Doecke and Parr, 2008).' (Author's introduction, 52)
-
What We Have to Work With : Teaching Australian Literature in the Contemporary Context
2011
single work
criticism
— Appears in: Teaching Australian Literature : From Classroom Conversations to National Imaginings 2011; (p. 52-69) 'I would like to explore some aspects of the experience of literary knowledge, amongst and between teachers and students, as reported in the 2010 Australian Learning & Teaching Council (ALTC)-funded project Australian Literature Teaching Survey. This exploration is framed by the contexts of that survey, particularly the history of 'English' in Australian education and its evolution, in the second half of the twentieth century, to include the study of Australian literature (see Dale, 1997; Reid, 1988) and recent responses to a federal government led proposal for a national or 'Australian' curriculum (K-12), which includes Australian literature within the proposed English strand. These reflections on the issues and questions that came out of the work of the ALTC report are influenced by my understanding of the disciplinary history of tertiary literary studies and of literary education at the secondary level, as well as by my own experiences of teaching literature within those educational and institutional contexts. These reflections are also informed by studies of English pedagogy that aim to pay attention to the lifeworlds of students and teachers and their experiences in the classroom (like Doecke and Parr, 2008).' (Author's introduction, 52)
-
A Text for This Time : Theory, Ethics and Pedagogy in Teaching the Macquarie PEN Anthology of Australian Literature
2011
single work
criticism
— Appears in: Teaching Australian Literature : From Classroom Conversations to National Imaginings 2011; (p. 108-128) 'Remember the days of the old school yard? I do. More precisely, I remember much of what took place in my senior English classroom. More than a quarter of a century later, I can still recall the excitement I felt in reading particular books and authors for the first time. What I do not recall, however, is an instance of the nationality of an author influencing my engagement with their writing. For example, thinking back on why I enjoyed reading My Brother Jack, I recollect I found George Johnston's central character David Meredith appealing, but not as a representation of what it is to be an Australian. The Australia of My Brother Jack is certainly not the Australia I knew in the early 1980s, and David Meredith's experiences seemed as foreign to me then as the poets-of-origin of the clipper ships which so fascinated him. I was drawn to Meredith because of his determination to be free and - if I am honest - I hoped that I might one day end up partnered with my Cressida Morley. Is there anything exclusively Australian about David Meredith's yearning for freedom? I don't think so, not least because my reading of The Adventures of Huckleberry Finn and Tennyson's 'Ulysses' in that same school year suggested parallels in the motivations of all three characters.' (From author's preface, 108)
Last amended 1 Aug 2011 14:04:53
97-100
http://www-faculty.edfac.usyd.edu.au/networks/aele/pdf/issue1_section3/dixon_vol1.pdf
Australian Literature and the National Curriculum
Illuminations
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