Is the frame broken? Seeking new metaphors for textual study in English

McKnight, Lucinda 2015, Is the frame broken? Seeking new metaphors for textual study in English, English in Australia, vol. 50, no. 2, pp. 7-14.

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Title Is the frame broken? Seeking new metaphors for textual study in English
Author(s) McKnight, LucindaORCID iD for McKnight, Lucinda
Journal name English in Australia
Volume number 50
Issue number 2
Start page 7
End page 14
Total pages 8
Publisher Australian Association for the Teaching of English
Place of publication Sydney, N.S.W.
Publication date 2015-10-16
ISSN 0155-2147
Keyword(s) curriculum planning
English language- study and teaching
English teachers- attitudes
Summary This article draws from a doctoral study of how female teachers design English curriculum around girls’ popular culture in a contemporary coeducational secondary setting and focuses on how English teachers contemplate the study of texts in the space of school-based curriculum planning. The article presents an argument for reflexivity around how we create both texts and identity through curriculum design; it advocates the pursuit of new metaphors for contemplating the study of text that might challenge models of education as delivery in a neoliberal imaginary, where curriculum design is depicted as the anonymous and rational articulation of aims and pedagogy to achieve outcomes.
Language eng
Field of Research 130101 Continuing and Community Education
1302 Curriculum And Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Australian Association for the Teaching of English
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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