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

journal contribution
posted on 16.10.2015, 00:00 authored by Lucinda McKnightLucinda McKnight
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.

History

Journal

English in Australia

Volume

50

Issue

2

Pagination

7 - 14

Publisher

Australian Association for the Teaching of English

Location

Sydney, N.S.W.

ISSN

0155-2147

Language

eng

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2015, Australian Association for the Teaching of English