Issue Details: First known date: 2011 2011
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'Bonnie Cassidy argues that when teachers are 'faced with the problem of how to read and discuss poetry in Australia...thought and time might be better spent on encouraging confidence in poetry as a relevant medium and substance of our times. Specifically, ...to look at young Australian to enact this regeneration - and schools as the site in which that process will take place, grounding the work of universities.' Cassidy also states in this chapter she will interpret the role that poetry might play in The Australian Curriculum: English, including some of the challenges that the Curriculum poses for a revision of approaches to poetry in schools.' (294)

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  • Appears in:
    y Teaching Australian Literature : From Classroom Conversations to National Imaginings Brenton Doecke (editor), Larissa McLean-Davies (editor), Philip Mead (editor), Kent Town : Wakefield Press Australian Association for the Teaching of English , 2011 Z1851330 2011 anthology criticism '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.

    The essays assembled in this volume transcend the divisions that have sometimes marred debates about the place of Australian literature in the school curriculum. They all recognise the complexity of what secondary English teachers do in their efforts to engage young people in a rich and meaningful curriculum. They also highlight the need for both secondary and tertiary educators to cultivate an awareness of the cultural and intellectual traditions that mediate their professional practice and to encourage a critically responsive pedagogy.' (Publisher's blurb)
    Kent Town : Wakefield Press Australian Association for the Teaching of English , 2011
    pg. 293-306
Last amended 5 Mar 2015 13:15:33
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