What I ‘know’: Literary studies and the teaching of English

Doecke, Brenton 2016, What I ‘know’: Literary studies and the teaching of English, Changing English: studies in culture and education, vol. 23, no. 3, pp. 292-308, doi: 10.1080/1358684X.2016.1203612.

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Title What I ‘know’: Literary studies and the teaching of English
Author(s) Doecke, Brenton
Journal name Changing English: studies in culture and education
Volume number 23
Issue number 3
Start page 292
End page 308
Total pages 17
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2016-07-02
ISSN 1358-684X
1469-3585
Keyword(s) Literary studies
English teaching
disciplinary knowledge
professional knowledge
standards based reforms
Marxian literary theory
Lukacs
Summary This essay unfolds through a series of juxtapositions, involving storytelling and writing of a more analytical nature. In thinking about what I ‘know’ as an English teacher, my aim has been to present my ideas in a form that might do justice to the contradictions and complexities of my professional life, including my continuing efforts to negotiate a pathway between the rich particularities of the educational settings in which I have worked and my knowledge and values as an English teacher. My primary focus is on how my literary education has shaped and been shaped by my work as an English teacher vis-à-vis a devaluing of teachers’ disciplinary knowledge that has occurred through standards-based reforms. I attempt to make the standpoint from which I am writing an object of scrutiny, thus producing an account of what I ‘know’ that arises out of my work as an English teacher and returns to it as a necessary dimension of a politically committed praxis.
Language eng
DOI 10.1080/1358684X.2016.1203612
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl Lote, Esl and Tesol)
130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30086245

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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