- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
69.018 - Whose Stories Are We Telling? Literary Knowledge, English Curricula, and Diversity in Globalized National Contexts
Mon, May 1, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 210 BSession Type: Symposium
Abstract
The teaching of literature is central to the study of English language arts globally; however, the question of what is ‘literary knowledge’ is often left implicit in national curricula, which default to ‘heritage’ or canonical approaches, dealing inadequately with questions regarding the stories we are telling and for what purpose. This symposium examines curriculum frameworks for subject English and the basis on which literary knowledge rests for teachers. Using reviews of national curricula and research on English teachers in the United States, the United Kingdom and Australia, the session asks what is being assumed as important about literature for all students, and how do current curriculum developments take up, constrain or recognize issues of diversity and equity within this framing.
Sub Unit
Chair
Papers
U.S. Literary Knowledge and the New Tests - Donald A. Zancanella, University of New Mexico; Michael T. Moore, Georgia Southern University; Annemarie Sheahan, University of New Mexico; Judith Franzak, Salisbury University
U.K. Performing Literature? English Teachers Resisting State Demands for an Inequitable Model of English Cultural Heritage - andy C. goodwyn, University of Bedfordshire
Knowledge, Understanding, and Skills: Interrogating Australian Curriculum Discourses and the Role of Literature in English - Larissa McLean Davies, The University of Melbourne; Wayne Sawyer, Western Sydney University
What Forces Shape Us? Exploring Teachers' Literary Knowledge and Implications for Practice—An International Perspective - Wayne Sawyer, Western Sydney University; Larissa McLean Davies, The University of Melbourne; John Yandell, Institute of Education - London; andy C. goodwyn, University of Bedfordshire; Rachel Roberts, Reading University; Brenton Doecke, Deakin University; Lyn Yates, University of Melbourne; Philip Mead, University of Western Australia