Literature review for senior syllabus revisions: English

The review began with a survey of recent issues of nine key English education journals widely recognised as influential within the field, and reflective of current practice and debates about future directions in Australia and internationally.Common areas of focus and concern were identified within this literature scan, including:• definitions of ‘English’ in current times, and their implications• the nature of literacy — which literacies?• English for students from multiple linguistic backgrounds, and how this might best beconceived and organised• text selection and related issues — canonicity, choice, genre, prescription, analytic frameworks etc.• digital texts and technologies• English as a vehicle for the discussion of themes, issues and social concerns• assessment — policies, practices and effects.This research formed a background against which subjects in the Queensland English subject group were examined.A close reading of the Queensland syllabuses under review, and the construction of an overview of the teaching, learning and assessment focuses followed the literature scan.English literature reviewSenior syllabus redevelopmentQueensland Curriculum & Assessment AuthorityPage 1 of 25February 2016The four syllabuses were mapped against each other for similarities and differences. Connections between these syllabuses and the Australian Curriculum, and Queensland F–10 curriculum were identified.Then, after gathering documentation, a close reading of similar syllabuses from Western Australia, Victoria, New South Wales, New York State, the International Baccalaureate (IB), and England’s A-levels was undertaken, and an overview of the teaching, learning and assessment focuses, the scope of learning, and how learning is organised and described within these syllabuses developed. In the course of this process, reflections on the relevance of these syllabuses from other jurisdictions for the Queensland syllabuses were noted.Finally, the Queensland English senior syllabuses were reviewed against six areas identified by the Queensland Curriculum and Assessment Authority (QCAA) as 21st century skills reflecting current educational trends.

Real english and english lite : what texts should we teach in the english classroom? (1) or English lite and thick lit : what is the debate about?

Why is it that Prime Minister John Howard wants to micro-manage English curricula? Why does how teachers teach English and Literature regularly make it to the front and editorial pages of the national dailies? The author attempts to critique that phenomenon, to explain her state of mind - that of being both alert and alarmed. The latest round of the debate began with Tony Thompson's article, 'English Lite is a tragedy for students', in 'The Age' on 12 September 2005. He was concerned that VCE English might be reduced to a single print text and he was alarmed about the watering-down of curriculum driven by 'postmodern notions'. The author is at odds with many of Thompson's views and discusses her stance on various aspects of his propositions. Issues examined include Thompson's argument that no multimodal text yields as much significance as a piece of genuine literature; that students are not being 'stretched' far enough; the false dichotomy between aesthetic/formalist manoeuvres on the one hand and postmodern ones on the other; how texts make meaning to students as consumers and the rationale for the use of pop culture texts to connect with students.

English for a new millennium : leading change

Book overview: This book came about as a result of The Australian Government Summer School for Teachers program that was announced as part of the 2007-08 Budget Package: Realising Our Potential. The Summer School brought together over 200 academics, teachers and education department officials for a smorgasbord of keynote presentations, workshops and social events that is unlikely to be repeated in this country. English for a New Millennium gives every English teacher an opportunity to share in the richness of that experience. It includes contributions from Catherine Beavis, Ray Misson, Elizabeth Webby, Gabriel Matters and Clare Bradford.

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.

"Finding myself in someone else’s land” stories by teachers of literatures in English in Padang: A postcolonial framework

My study reveals what teaching English literature means to teachers in universities in a polyglot society like Padang, Indonesia. Their stories reveal how these teachers chose to teach at the interface between languages and cultures. These are the ways they believe they can help their students find themselves in their English Literature classrooms.

Editorial

In the way that submissions to journals sometimes observe a strange synchronicity, this issue commences with three essays focusing on film. Relatively little work has been carried out on the ideologies of films designed specifically for children or of that large body of films regarded as family viewing, and which cater both to child viewers and also to the adults who accompany them. The three ‘film’ essays we present here apply a variety of theoretical and methodological frames to films which in the main fit within the second of these categories—family films.

Poetry as a starting point for drama: learning to tolerate ambiguity

This article explores the use of process drama in an English classroom to explore issues raised by 'A poem for the Rainforest' by Judith Nicholls. The drama is used to explore both the themes and forms of the poem, the episodic nature of the drama reflecting the episodic form of the poem. The work engages the students, and the process drama works to layer complexity onto the issues rather than simplifying them.

Dreams of belonging : Tim Winton's Cloudstreet

This essay is on Tim Wnton's novel Cloudstreet. It was commissioned by Copyright Agency Australia. It is written for a specific audience, teachers of English Literature and senior secondary, junior University students. It is a literary critical essay.

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.

Fibromyalgia and bipolar disorder: emerging epidemiological associations and shared pathophysiology

Fibromyalgia (FM) is a prevalent disorder defined by the presence of chronic widespread pain in association with fatigue, sleep disturbances and cognitive dysfunction. Recent studies indicate that bipolar spectrum disorders frequently co-occur in individuals with FM. Furthermore, shared pathophysiological mechanisms anticipate remarkable phenomenological similarities between FM and BD. A comprehensive search of the English literature was carried out in the Pubmed/MEDLINE database through May 10th, 2015 to identify unique references pertaining to the epidemiology and shared pathophysiology between FM and bipolar disorder (BD). Overlapping neural circuits may underpin parallel clinical manifestations of both disorders. Fibromyalgia and BD are both characterized by functional abnormalities in the hypothalamic-pituitary-adrenal axis, higher levels of inflammatory mediators, oxidative and nitrosative stress as well as mitochondrial dysfunction. An over-activation of the kynurenine pathway in both illnesses drives tryptophan away from the production of serotonin and melatonin, leading to affective symptoms, circadian rhythm disturbances and abnormalities in pain processing. In addition, both disorders are associated with impaired neuroplasticity (e.g., altered brain-derived neurotrophic factor signaling). The recognition of the symptomatic and pathophysiological overlapping between FM and bipolar spectrum disorders has relevant etiological, clinical and therapeutic implications that deserve future research consideration.