Keeping place in subject English: 'Well-worn' texts and teens 'waiting time'
This paper reports on the text selections of two English teachers from different schools in New South Wales, Australia who participated in a larger research study that explored the decision-making of teachers planning for and teaching Stage 5 (Years 9 and 10) English. The purpose of this paper is to...
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| Published in: | English in Australia 2022-01, Vol.56 (3), p.59-68 |
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| Main Authors: | , |
| Format: | Article |
| Language: | |
| Subjects: | |
| Online Access: | Get full text |
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| Summary: | This paper reports on the text selections of two English teachers from different schools in New South Wales, Australia who participated in a larger research study that explored the decision-making of teachers planning for and teaching Stage 5 (Years 9 and 10) English. The purpose of this paper is to reflect upon these teachers' reasons for choosing texts within their specific local contexts for students who may be characterised as 'aliterate' (Merga and Moon, 2016). These students are able to read and yet they decline to read their prescribed novels for the compulsory subject of English. One text, common to both sites, is explored here through a critical literacy lens to make visible the possibilities and limitations of text selections when resistant readers are positioned as students of English through mandated subject attendance. The focus of our examination is the young adult novel The Wave by Todd Strasser, writing under the pen name of Morton Rhue (1981). The case studies presented demonstrate to readers the significance of thinking critically about teachers' text selections while also understanding that particular contextual and local elements will be influential as to why some texts are privileged over others. |
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| ISSN: | 0155-2147 |