Archive for category Lit_Review
and…Heidegger paraphrashed: It is not that we first begin from an inner subjective sphere (a la Descartes) and from there go out to meet things in the world; rather, we are always already ‘outside’ among things. (Kisner, W. 2008: ‘The Fourfold Revisited’)
Sheesh. Philosophy. Any ideas anyone?
It’s only now that I’m finalising my thesis that I’m finding the work of U.S. curriculum studies researcher Arthur Applebee.
His works include his first book Tradition and Reform in the Teaching of English: A History (1974) and the later Curriculum as Conversation (1996). These are focussed on reviewing the teaching of English in the United States, but the historical connections he makes are invaluable to all of us in the field.
Here’s a clip from Curriculum as Conversation:
CALL FOR PAPERS: THEMED ISSUE OF ENGLISH IN AUSTRALIA
A new English? More of the same? Or something still unknown? Past, present and future reflections on English teaching and new technologies
This special guest-edited issue is an opportunity to look back at the way English teachers have responded to the many iterations of ‘new’ media and to also grapple with how English teaching might respond to the here and now of our students’ increasingly digitally mediated lives, as well as looking forward to imagine the possibilities for English education. What are the challenges and opportunities presented by various forms of ‘new’ (and ‘old’) media, and by various ways of understanding the ‘new’? What things might need to change? What might be best left as it is? How might English teachers best respond to new and emerging digital texts and contexts?
We ask for contributions that share ways forward for powerful practice in English education, both in terms of the texts that might be studied and the curriculum work English teachers might do. Submissions might explore students’ relationship with multimodal texts and practices or examine digital learning environments and their connections with ‘traditional’ classroom spaces. They might explore new conceptual and theoretical ground or they may address issues of long concern for English teachers such as creativity, engagement and social justice. We are keen to receive classroom-based accounts and action or practitioner research or any other relevant studies conducted within professional contexts or as part of higher education research degrees.
Guest editors: Kelli McGraw (QUT) & Scott Bulfin (Monash)
My pre-end-of-tax-year book orders from the bookdepository.com have now all arrived and are awaiting my reading and attention!
(Does anyone out there have a strategy for making sure you factor reading into your work day?)
- Pedagogical Encounters, edited by Bronwyn Davies & Susanne Gannon (2009)
- Understanding Media: The extensions of man, Marshall McLuhan (1964)
- Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning, Karan Barad (2007)
My recent trip to Melbourne also led me to collect this stunning book combo:
This collection is the result of walking through a weekend book fair in the Atrium of the NGV in Melbourne. I’ve started my reading with the Marquez…I didn’t like Love in the time of cholera, but I hope I like this. I would like to like his writing. As for the others? Well, I’ll get to them eventually!
“The medium is the message” is a phrase coined by Marshall McLuhan meaning that the form of a medium embeds itself in the message, creating a symbiotic relationship by which the medium influences how the message is perceived. (from Wikipedia)
The more I think about this issue of medium, the more unsatisfied I am with the way that medium of production is dealt with in the English curriculum.
While English teachers continue to be led by debate over the definition and role of Literature in English, and over the best way to teach language, questions of medium have been significantly sidelined.
It also seems clearer to me now why subjects like Drama and Media (content areas that technically sit under the umbrella of English, if you accept that English is a study of how meaning is made through language and texts) go off and take up their own space in many curriculum. It’s not just because those fields have their own traditions and pedagogies that need space, or because they have industries that create an economic drive for the subjects to continue. It’s also because those field require keen attention to production elements, including issues of medium.
Little wonder that Drama, which often deals with live performance of language, dies a slow death in English classrooms where the curriculum is still dominated by print literacy.
Little wonder that we still can reconcile the gulf between ‘literary’ and ‘digital/electronic’ texts in the Australian curriculum (medium is not a genre!)
To move anywhere with this line of thinking will require some careful thought about the overlap between the words:
- media as-in-the-artisitic-means-of-production and
- Media as-in-the-field-of-media-studies.