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 language | English |
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Title of host publication | Literary Knowing and the Making of English Teachers: The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities |
Editors | Larissa McLean Davies, Brenton Doecke, Philip Mead, Wayne Sawyer, Lyn Yates |
Place of Publication | U.K. |
Publisher | Routledge |
Pages | 183-196 |
Number of pages | 14 |
ISBN (Electronic) | 9781003106890 |
ISBN (Print) | 9780367618636 |
DOIs | |
Publication status | Published - 29 Sept 2022 |