My place: exploring children's place-related identities through reading and writing

This paper considers how children perceive and represent their placed-related identities through reading and writing. It reports on the findings of an 18-month interdisciplinary project, based at Cambridge University Faculty of Education, which aimed to consider children’s place-related identities through their engage- ment with, and creation of, texts. This paper will discuss the project, its interdisciplinary theoretical framework, and the empirical research we conducted with two classes in primary schools in Eastern England. A key text used in our research was My Place by Nadia Wheatley and Donna Rawlins. Drawing on our interdisciplinary theoretical framework, particularly Doreen Massey’s notion of place as a bundle of trajectories, and Louise Rosenblatt’s notion of the transaction between the reader and the text, this paper will examine pages from My Place, children talking about how this text connects with them, children talking about their sense of place, and maps and writing the children produced based on their place.

Reading in brown paper : Beckett's budget and the sensationalist press in interwar Sydney

This article addresses the audience reception of sensationalist newspapers in interwar Australia through a case study of Sydney weekly Beckett's Budget. During a libel trial brought against Beckett's in 1928, readers came to its defence and their testimony reveals overlaps between reading and political allegiances: reading Beckett's equated with voting Labor. While histories of sensationalist media in Australia have rightly emphasised illicit sexuality and public outcry, connections between sensationalism and working-class political movements remain on the margins of academic interest. Responding to the question 'Do you read Beckett's?' readers' evidence at the trial constitutes an audience response and invites debate over the ways gender and class could inform political engagement in the 1920s. Viewing Beckett's Budget outside of 'brown paper' and beyond the sensationalist genre reveals a shift in Australian political culture as party strategists embraced a broader electorate, using Beckett's Budget to tap into the culture and concerns of interwar society.

Reading the local and global: teaching literature in secondary schools in Australia

Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within  a policy environment where there is increasing emphasis on Australia’s place  in a world economy, and on the need to encourage young people to think of  themselves in a global context. These dimensions are reflected in the  recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from  'world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when  young people engage with literary texts? How does this impact on teachers’  and students’ interpretative approaches to literature? What place does a  ‘literary’ education, whether conceived in ‘local’, 'national’ or ‘global’  terms, have in the twenty-first century?

Assessing the reading and writing of EAL/D students: issues and implications

This paper reports on the preliminary findings of a study on literacy strategies for learners in established English as an Additional Language (EAL) classes in Years 7-10 in three Victorian secondary schools. The paper draws on baseline reading and writing assessment results (N=45). 

A Foucauldian and Deleuzian reading of autopoietic bisexual lives

This paper will locate the convergence of Foucault’s and ’Deleuze’s critico-political itinerary on the ethics of autopoiesis. It will re-evaluate the aims and objectives of Foucault’s ‘ethical turn’ in the later volumes of the history of sexuality project alongside Deleuzian ideas about the processes of becoming-other. Then, using primary research from a sociological study on bisexual lives, the paper will demonstrate the consonances of their respective theoretical insights about the potential of erotic ‘pleasure’ and ‘desire’ as a force of resistance. The aim of the analysis is twofold: firstly, to set the groundwork for further dialogical exchange between Deleuzian and Foucauldian thinking; and secondly, to highlight a lacuna in queer scholarship on bisexuality.

“Never read anything that can at all unsettle your religious faith”: reading and writing in the monthly packet

The Monthly Packet of Evening Readings for Younger Members of the English Church (1851–99) reveals the interest that Charlotte Yonge had in promoting and supporting girls as readers and writers. As the editor and as a major contributor, Yonge provided a variety of material for the magazine as part of a strategy for the development of girls' reading and writing habits in ways that were consistent with their High Anglican beliefs and that would never cause them to question their faith.

Focus group discussions of literacy assessment and world wide web-based reading intervention

Focus groups provide a means for participants in research to take on a greater role in the evaluation of the research and planning of its various stages. The role and outcomes of focus groups conducted with participants in a World Wide Web Project in literacy assessment and intervention are reported. Thirteen individuals with severe communication impairments participated in one of three focus groups. The groups were held after an assesment of reading skills and a trial period of intervention as part of the Web Project. The aim of the focus groups was to obtain feedback from participants about their involvement in the project and to discuss strategies for the next stage of the intervention. The focus groups offered a forum for participants to talk about what they did and did not like about the assessment and trial intervention. The discussions provided information about issues of both a practical and emotional nature that might have otherwise been unavailable to the researchers. Brainstorming of strategies provided valuable input for the next stage of the project and involved both the researchers and participants in a form of participatory action research.

Simulated hyperopic anisometropia and reading, visual information processing, and reading-related eye movement performance in children.

Purpose: This study investigated the impact of simulated hyperopic anisometropia and sustained near work on performance of academic-related measures in children.
Methods: Participants included 16 children (mean age: 11.1 ± 0.8 years) with minimal refractive error. Academic-related outcome measures included a reading test (Neale Analysis of Reading Ability), visual information–processing tests (Coding and Symbol Search subtests from the Wechsler Intelligence Scale for Children), and a reading-related eye movement test (Developmental Eye Movement test). Performance was assessed with and without 0.75 diopters of simulated monocular hyperopic defocus (administered in a randomized order), before and after 20 minutes of sustained near work. Unilateral hyperopic defocus was systematically assigned to either the dominant or nondominant sighting eye to evaluate the impact of ocular dominance on any performance decrements.
Results: Simulated hyperopic anisometropia and sustained near work both independently reduced performance on all of the outcome measures (P < 0.001). A significant interaction was also observed between simulated anisometropia and near work (P < 0.05), with the greatest decrement in performance observed during simulated anisometropia in combination with sustained near work. Laterality of the refractive error simulation (ocular dominance) did not significantly influence the outcome measures (P > 0.05). A reduction of up to 12% in performance was observed across the range of academic-related measures following sustained near work undertaken during the anisometropic simulation.
Conclusions: Simulated hyperopic anisometropia significantly impaired academic-related performance, particularly in combination with sustained near work. The impact of uncorrected habitual anisometropia on academic-related performance in children requires further investigation. © 2014 The Association for Research in Vision and Ophthalmology, Inc.

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.

Reading the map: locating and navigating the academic skills development of pre-service teachers

This article reports on an action research project that was implemented to strengthen preservice teachers’ academic skills and competencies in a Bachelor of Early Childhood Education course. Strategies identified aseffective included mapping assessment tasks to State and National Early Childhood Education Curriculum and Standards Frameworks and Graduate Teacher Standards and against the skills needed to completeassessment tasks. Tools and resources were developed by lecturers to identify students’ existing skill levels and then scaffold the required competencies into course teaching. The critical reflections of lecturers on their professional learning through this process were found to be integral to successful outcomes for students.

The prose poem as Igel: a reading of fragmentation and closure in prose poetry

This paper takes up Nikki Santilli’s lament about the scarcity of scholarship on the prose poem in English to analyse two key features of prose poetry: fragmentation and closure. This paper argues that the prose poem’s visual containment within the paragraph form promises a complete narrative while simultaneously subverting this visual cue by offering, instead, gaps and spaces. Such apertures render the prose poem a largely fragmentary form that relies on metonymic metamorphoses to connect to a larger, unnamed frame of reference. In this way, the prose poem is both complete and yet searching for completeness, closed and lacking closure.The prose poem’s reaching outwards to embrace a larger, absent whole connects this literary form to Friedrich Schlegel’s ‘Athenaeum Fragment 206’ and to the Romantic critical fragment more generally. ‘Athenaeum Fragment 206’ has provided this paper with its title, as a metaphorical reading of Schlegel’s igel, or hedgehog, as fragment ‘implies the existence of [a form that suggests] what is outside itself’ (Rosen 1995: 48). The final section of this paper, analyses two prose poems from the University of Canberra’s International Poetry Studies Institute’s Prose Poetry Project. These works by Jen Webb and Carrie Etter are read for their appeal to metonymy in their exploration of time passing and ultimately, death. They demonstrate that prose poetry is both fragmented and open ended in ways very different from lineated poems.