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It makes you realize, really, just how deep your subtext is : Literature, subjectivity and curriculum change

Beavis, Catherine 2001, It makes you realize, really, just how deep your subtext is : Literature, subjectivity and curriculum change, Research in the teaching of English, vol. 36, no. 1, pp. 38-63.

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Title It makes you realize, really, just how deep your subtext is : Literature, subjectivity and curriculum change
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine orcid.org/0000-0002-8835-0309
Journal name Research in the teaching of English
Volume number 36
Issue number 1
Start page 38
End page 63
Publisher National Council of Teachers of English Conference on College Composition and Communication
Place of publication Urbana, IL
Publication date 2001-08
ISSN 0034-527X
1943-2348
Summary This paper draws on the notion of discourse to explore complex relationships between teachers and curriculum change. It uses poststructuralist views of discourse to explore ways in which school subjects, such as Literature, are discursively constructed across time, while teachers too are positioned within discourses that shape the ways they understand the subject and themselves as teachers of it. This paper reports on the experience of a small group of teachers of a new literature course in the Australian state of Victoria. Nine teachers were interviewed over 3 years, and the interview transcripts read for traces of discourses formative in shaping their response to the new course. I identified three discourses: Leavisite and New Critical formations of the subject Literature; charismatic pedagogy; and critical theory, which was embodied in the new subject's study design. These 3 discourses, together with the traditions and culture of the school, form the framework for analysis of the interviews. The paper explores ways in which the teachers' positioning within this mix of discourses and settings variously supported or undermined their preparedness to accept new configurations of the subject Literature as well as the implications of curriculum change not just for constructions of the subject but also for teacher subjectivity.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001 National Council of Teachers of English Conference on College Composition and Communication
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001031

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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