Knowing and making : classroom curriculum and pedagogy

Wayne Sawyer

Research output: Chapter in Book / Conference PaperChapter

Abstract

In this chapter, I consider specific tensions around curriculum and pedagogy that are highlighted by our early career teachers as they talk about engaging with the teaching of English. In particular, how do they describe the kinds of engagement with students and texts and interpretations and meaning-making that they set up? I hope to show that the kinds of work and intentions that are described by the teachers embed complex views of meaning-making and purposes for literary studies that raise questions about both the relationship between literary studies and language in subject English, and the gaps between formal curriculum documents and the dynamics through which teachers understand their work. The chapter elaborates on some of the arguments raised in Chapter 1 on 'knowing' and 'making' in the contemporary era. In preparing this, I began by seeking out key areas related to 'pedagogy' and 'engagement' in the interview responses of these teachers. This analysis high-lighted a number of discordances, tensions and ambiguities in the interview data and I begin here by firstly asking, 'What do they name as key tensions?'
Original languageEnglish
Title of host publicationLiterary Knowing and the Making of English Teachers: The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities
EditorsLarissa McLean Davies, Brenton Doecke, Philip Mead, Wayne Sawyer, Lyn Yates
Place of PublicationU.K.
PublisherRoutledge
Pages183-196
Number of pages14
ISBN (Electronic)9781003106890
ISBN (Print)9780367618636
DOIs
Publication statusPublished - 29 Sept 2022

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