Narratives, insights and next steps for questions of literary knowledge and English teaching

The substantive chapters of the book have shown that, as the researchers, we have approached the project's key questions about literature in English with different emphases, reflecting our own backgrounds, knowledges and experiences, our literary and teacher education, and our professional experiences and standpoints (Smith, 2005). As we indicated in Chapter 2, it is through these personal and professional narratives that we, like the participatns in our project, have perceived the intersecting fields of English education, literature teaching, curriculum studies, and literary studies research. The interdisciplinary nature of the project and our conversations - in person and in the pandemic world of 'Zoom", and with colleagues in Australia and internationally, who have generously offered feedback on our thinking - have produced many possiblities for considerations of literature, knowledge and the making of English teachers. This complex work has made us attuned to the value of our different perspectives, and the importance of a multi-vocal conversation when drawing out insights and key findings.