Is the frame broken? Seeking new metaphors for textual study in English
Data(s) |
16/10/2015
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Resumo |
This article draws from a doctoral study of how female teachers design English curriculum around girls’ popular culture in a contemporary coeducational secondary setting and focuses on how English teachers contemplate the study of texts in the space of school-based curriculum planning. The article presents an argument for reflexivity around how we create both texts and identity through curriculum design; it advocates the pursuit of new metaphors for contemplating the study of text that might challenge models of education as delivery in a neoliberal imaginary, where curriculum design is depicted as the anonymous and rational articulation of aims and pedagogy to achieve outcomes. |
Identificador | |
Idioma(s) |
eng |
Publicador |
Australian Association for the Teaching of English |
Relação |
http://dro.deakin.edu.au/eserv/DU:30079854/mcknight-istheframe-post-2015.pdf http://dro.deakin.edu.au/eserv/DU:30079854/mcknight-istheframebroken-2015.pdf http://search.informit.com.au.ezproxy-f.deakin.edu.au/documentSummary;dn=581427365556604;res=IELHSS |
Direitos |
2015, Australian Association for the Teaching of English |
Palavras-Chave | #curriculum planning #English language- study and teaching #English teachers- attitudes #metaphor |
Tipo |
Journal Article |