Secondary English teachers' perspectives on the application of classical mythology in the New South Wales English curricula for Stages 4, 5 and 6

Abstract

Classical mythology comprising Greek and Roman myths is a surviving strand of classical antiquity and a prominent building block of Western culture. As such, it has value in the appreciation and interpretation of a wide selection of English literature. It is often the case, in academic research on teaching, that the professional voices of teachers and their views are not heard. The significance of this study is in the way the English teacher participants conveyed their perspectives into the application of classical mythology in the English classroom. Their insights reflected their values, personal preferences of pedagogy, challenges, attitudes and adaptations to English teaching together with a sense of their professional agency and receptiveness to new ideas. The nuanced cameos of the English teacher participants as teachers featured in this research provide a window into their contribution to scholarship in English education. A further aspect is the trialling of the teacher participants' ideas in my facilitation of another group of English teacher participants in a workshop for the NSW English Teachers Association (ETA) in Australia. This event helped improve my practice as a facilitator for the professional development of teachers. The location of this qualitative research was the Blue Mountains region of New South Wales (NSW), Australia where data was gathered through semi-structured interviews with English teacher participants. Three stages of an action research methodology were used to address the study's questions culminating in the workshop completing one cycle of an action research process. Based on the English teachers' views, by referencing English syllabus documents, and an analysis of scholarly literature, the study indicates there is merit in applying archetypal literary theory in the analysis of texts relating to classical mythology. The thesis also shows that backward mapping brings a sense of clarity of direction and purpose in the teaching of classical mythology in Stages 4 and 5 for Stage 6. For example, in the teaching of a range of Shakespeare's plays.

Date of Award	2023
Original language	English