Abstract
Understanding and writing about the English subjects in Australia at present is not easily approached from a position outside of the divisive politics and rhetoric of the so-called ââ"šÂ¬Ã‹Å“culture warsââ"šÂ¬Ã¢"žÂ¢ . In more general terms, the question ââ"šÂ¬Ã‹Å“What is English?ââ"šÂ¬Ã¢"žÂ¢ is one that has received considerable attention throughout the subjectââ"šÂ¬Ã¢"žÂ¢s history. What is of interest, however, within the context of understanding the subject possibilities anticipated by such a relatively recent example of English curriculum renewal in Australia as the current Years 7ââ"šÂ¬Ã¢â‚¬Å“10 English syllabus in New South Wales (Board of Studies 2002), is the way it has been imagined that English teachers might break free of the debates they have found themselves caught up in, along with their subject area. To this end, the ââ"šÂ¬Ã‹Å“writingââ"šÂ¬Ã¢"žÂ¢ (and ââ"šÂ¬Ã‹Å“rewritingââ"šÂ¬Ã¢"žÂ¢) of the English teacher is recognised here to be a key consideration in furthering the project of subject revivification.
| Original language | English |
|---|---|
| Number of pages | 12 |
| Journal | Changing English |
| Publication status | Published - 2008 |
Keywords
- English language
- English teachers
- New South Wales
- language arts (secondary)
- study and teaching (secondary)
- syllabuses