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Summary: What role should Australian literature play in the school curriculum? What principles should guide our selection of Australian texts? To what extent should concepts of the nation and a national identity frame the study of Australian writing? What do we imagine Australian literature to be? How do English teachers go about engaging their students in reading Australian texts? This volume brings together teachers, teacher educators, creative writers and literary scholars in a joint inquiry that takes a fresh look at what it means to teach Australian literature. The immediate occasion for the publication of these essays is the implementation of The Australian Curriculum: English, which several contributors subject to critical scrutiny. In doing so, they question the way that literature teaching is currently being constructed by standards-based reforms, not only in Australia but elsewhere.
Australia and New Zealand, united geographically by their location in the South Pacific and linguistically by their English-speaking inhabitants, share the strong bond of hope for cultural diversity and social equality--one often challenged by history, starting with the appropriation of land from their Indigenous peoples. This volume explores significant themes and topics in Australian and New Zealand literature. In their introduction, the editors address both the commonalities and differences between the two nations' literatures by considering literary and historical contexts and by making nuanced connections between the global and the local. Contributors share their experiences teaching literature on the iconic landscape and ecological fragility; stories and perspectives of convicts, migrants, and refugees; and Maori and Aboriginal texts, which add much to the transnational turn. This volume presents a wide array of writers--such as Patrick White, Janet Frame, Katherine Mansfield, Frank Sargeson, Witi Ihimaera, Christina Stead, Allen Curnow, David Malouf, Les Murray, Nam Le, Miles Franklin, Kim Scott, and Sally Morgan--and offers pedagogical tools for teachers to consider issues that include colonial and racial violence, performance traditions, and the role of language and translation. Concluding with a list of resources, this volume serves to support new and experienced instructors alike.
We are living in a time of radical change, and ideas about teaching and learning are changing too: what knowledge do students need now and in the future, and how can we nourish this? By encouraging a broader and deeper knowledge of this country, its history, people, art and literature, Australian Literature for Young People not only familiarises readers with landmarks in Australian literature but addresses key contemporary concerns such as the need to be creative and imaginative, to think across disciplines, and to communicate and collaborate. Primary and secondary teachers, parents and pre-service education students will be inspired to explore Australia's distinctive literary heritage for themselves, and to embrace their very significant role in encouraging children in reading. Research discussed in this book shows that reading is important not only as the key to education but as part of health and wellbeing. Growing understandings of the structures and aesthetics of literature and deeper engagement with its rich ideas help young people become true global citizens.Key features:A comprehensive, research-based approach drawing on contemporary sources.Engages with Australia's Indigenous heritage throughout, noting the contribution it makes and should make across the educational spectrum.Makes reference to Western literary heritages and to those of other Asia-Pacific countries.'Muse points' promote creativity and imagination by asking readers to engage with chapter content - and beyond.Poetics chapter explores the characteristics of Australian literature.Appropriate for senior school students, including those undertaking the International Baccalaureate.
Life in the troubled neighbourhood of Cabramatta demands too much too young. But Sonny wouldn’t really know. Watching the world from her bedroom window, she exists only in second-hand romance novels and falls for any fast-food employee who happens to spare her a glance. Everything changes with the return of Vince, a boy who became a legend after he was hauled away in handcuffs. Sonny and Vince used to be childhood friends. But with all that happened in-between, childhood seems so long ago. It will take two years of juvie, an inebriated grandmother and an unexpected discovery for them to meet again. The Coconut Children is an urgent, moving and wise debut from a young and gifted storyteller.
The Use of Children's Literature in Teaching reveals the impact of politics, professional guidelines and restrictive measurements of literacy on the emerging identities of young teachers. It places renewed emphasis on the importance of creative teaching with children’s literature for the empowerment of teacher agency to enhance the learning of their students. Framing the debate alongside the issue of teacher autonomy, Simpson describes results from a two-year study, which brings together information from interviews, surveys, document analysis and digital stories from Australia, Canada, the UK and the US to assess the role of children’s literature in pre-service teacher education. Through cross-cultural comparison, this research captures the different levels of connection between politics, education systems, higher education and pre-service teachers. It exposes how politics, narrow views of professionalism and program structures in teacher education may adversely affect the development of pre-service teachers. This book presents a strong case that reading and responding critically to literary texts leads to better educational outcomes than basic decoding and low-level comprehension training. As such, this book will be of great interest to researchers and scholars working in the areas of teacher education and literacy and primary education. It should also be essential reading for teacher educators and policymakers.
The renowned and highly experienced editors of this book bring together the leading voices in contemporary English education under the banner of the International Federation for the Teaching of English (IFTE). The collected chapters here represent the very best of international writing on the teaching of English in the past decade. The key issues and debates surrounding English teaching across the globe are discussed and analysed accessibly, and incorporate wide-ranging topics including: • The impact of high stakes testing on teaching and learning; • Addressing the needs of minority groups; • The digitization of literature and new conceptions of text; • Rewriting the canon; • Dealing with curriculum change; • "Best practices" in the teaching of English; • The tension between ‘literacy’ and ‘English’; • English and bilingual education; • The impact of digital technologies on teaching and learning; • Conceptions of English as a subject [secondary and tertiary]; • Bringing the critical into the English/Literacy classroom; • The future of subject English; • Empowering voices on the margins; • Pre-service teacher education; • The social networking English classroom. This text looks at the changing face of subject English from the differing perspectives of policy makers, teacher educators, teachers and their students. It tackles some of the hard questions posed by technological advances in a global society, challenges conventional approaches to teaching and points to the emerging possibilities for a traditional school subject such as English in the face of rapid change and increasing societal expectations. Despite all of the converging political and technological threats, the authors of this engaging and insightful text portray an immense confidence in the ultimate worth of teaching and learning subject English.