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Issue Details: First known date: 2011... 2011 National Imaginings and Classroom Conversations : Past and Present Debates About Teaching Australian Literature
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'On August 21, 2011 the Melbourne Age reported that the University of Melbourne wasn't offering any formal undergraduate studies in Australian literature. In 'Uni brought to book for snub to local literature,' journalist Nicole Brady reported on a 'DIY' course in Australian literature organised by third-year Arts student Stephanie Guest in response to the absence of official undergraduate offerings in 2011. Guest's student-run seminar series took place in Melbourne's historic Law Quad on Friday afternoons, and hosted a number of writers, including Elliot Pearlman, who all came along to talk about their craft. Apparently, Guest became aware of an enthusiasm for and commitment to a national literature while on an exchange to Argentina, as a student of Spanish. This caused her to reflect on her own sparse knowledge of Australian literature, mostly gained at high school through the study of 'very dusty' texts about mateship, world wars and white men. Inspired by the ways literature in Spanish provides insights into the nuances of Argentinean culture, Guest keenly felt the absence of her national literary cultural capital, and resolved to remedy this situation when she returned to Australia. Disappointed, but not unfazed when she found that no formal course was available to her, Guest sought out like-minded peers, and set about contacting local writers.' (Authors introduction, 1)

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    y separately published work icon 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. 1-15
Last amended 30 Mar 2012 15:47:04
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