Imagined terrain: literary nomadism in Venice and the Veneto

Many poets and writers have used Venice and, to a lesser extent, the Veneto as a creative topos. There is both the writing that might be said to belong to the Italian/Venetian literary tradition, as well as the non-Italian tradition of writing Venice, a phenomenon that spans English literature, in particular, from William Shakespeare’s time, to the Romantic period and into the present day. This paper explores my relationship to this creative topos and the writers and writing that are associated with it. In particular, it focuses on the notion of literary nomadism: a method for interacting with the literature of Venice and the Veneto that allows me to find intersections between my own work and that which already exists in a broad historical and literary terrain. Moving between and across the literatures of this region, I argue that it is possible to find multiple points of reference that guide and inform my own poetic responses to it, and which reflect my own subjective nomadism and in-between-ness. By taking such an approach I am able to map my hybrid, transnational and transcultural identity into this space, in order to locate myself—and my writing—in the ‘imagined terrain’ I have chosen as a creative topos.

Tim Winton: the literary and the popular

An exploration of the fiction of Australian author Tim Winton, investigating his popular and literary appeal.

The literary dawn: re-reading Louisa Lawson's poetry and politics

Scholarship on Louisa Lawson and the Dawn has necessarily often focussed on the important and wide-ranging achievements of her feminist work for women's legal, social and political rights. Indeed, as Audrey Oldfield notes, "Louisa Lawson was one of the most important figures in the New South Wales woman suffrage movement" (261). However, I want to focus here on the periodical publishing context of the Dawn as a means of pointing to further discussions of Lawson's significance as a poet. Megan Roughley has noted that the Dawn "was a forum for political causes, especially the movement for the emancipation and enfranchisement of women, and, as importantly to Louisa, the temperance movement" (ix), with influential articles appearing on a wide range of important issues including divorce reform. Yet, Lawson's construction of the Dawn was also highly literary from its first issue, with editorial choices and literary references reflecting her awareness of political and feminist literary culture. In addition to references such as the above quotation from Tennyson, Lawson included an epigraph from Joseph Addison's play Cato in the list of contents: "A day, an hour, in virtuous liberty, is worth a whole eternity in bondage." Citing Addison, a significant figure in the American Revolution, demonstrates Lawson's linking of radical class politics with feminism, as well as highlighting the importance of literary dialogues to Lawson's publishing work. Likewise, the concerns of Lawson's poetry are clearly situated within a continuing female tradition, and Lawson's poetry, when examined in the feminist literary context of the Dawn, reveals a radical and sophisticated poetics.

Creative and literary responses to Australian middle-class experiences of financial upheaval

This thesis—comprising a novel, The Company He Keeps, and exegesis—explores the near absence of literary fiction written about the Australian Middle Class and their responses to financial stress (1980 – 2008), finding that the language of global economic reform has triumphed over political discourse and, in particular, silenced women.

Re-imagining the literary brand

This paper argues that the industrial contexts of re-imagining, or transforming, literary icons deploy the promotional strategies that are associated with what are usually seen as lesser, or purely commercial, genres. Promotional paratexts reveal transformations of content that position audiences to receive them as creative innovations, superior in many senses to their literary precursors due to the distinctive expertise of creative professionals. Analysing Spielberg's film, The Adventures of Tintin (2011), and Andrew Motion's fictional continuation of Stevenson's Treasure Island, it argues that literary fiction and cinematic texts associated with celebrated authors or auteurist producer-directors share branding discourses characteristic of contemporary consumer culture.

What I ‘know’: Literary studies and the teaching of English

This essay unfolds through a series of juxtapositions, involving storytelling and writing of a more analytical nature. In thinking about what I ‘know’ as an English teacher, my aim has been to present my ideas in a form that might do justice to the contradictions and complexities of my professional life, including my continuing efforts to negotiate a pathway between the rich particularities of the educational settings in which I have worked and my knowledge and values as an English teacher. My primary focus is on how my literary education has shaped and been shaped by my work as an English teacher vis-à-vis a devaluing of teachers’ disciplinary knowledge that has occurred through standards-based reforms. I attempt to make the standpoint from which I am writing an object of scrutiny, thus producing an account of what I ‘know’ that arises out of my work as an English teacher and returns to it as a necessary dimension of a politically committed praxis.

Literary English and the challenge of multimodality

How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what 'literature' is, or what the category of 'literary' texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue.

‘It don’t mean a thing …’ ‘literary’ language in secondary classrooms

The thesis argues that close reading of literary works can strengthen a grasp of the relationship between words and meaning. It finds an undue emphasis in classrooms on abstracted content at the expense of literary form and concludes that close reading should be restored to the centre of literary education.