'This issue focuses largely on the teaching of literature and identity: covering class, culture, personal multiple identities as writers/ researchers/ teachers and critical thinking. The issue opens with Wayne Sawyer’s Garth Boomer address on the important concerns of low SES students in English and the importance of teacher-researcher programs. This paper was delivered at the 2017, Cutting Edge, AATE conference in Hobart and if you did not attend that conference and hear Professor Sawyer speak, I urge you to read this opening paper as it affects most of us concerned with equity in education. This paper reports on research which covers how to intellectually engage low SES students in literature study via mentoring and teacher researcher collaborative professional learning programs.' (Anita Jetnikoff : Editorial introduction)
'This paper examines the role of literature in the English classroom in Australia and its part in shaping national identity. We contend that it is important to consider the possible roles of national literatures in contemporary school contexts, where students are becoming local and global citizens and argue that reading Australian literature as a part of the field of ‘world literature’ can support a pedagogical approach which enables dynamic reading practices. Drawing on a 2016 research project titled Teaching Australia, which sought to explore English teachers’ engagement with Australian texts, this paper examines current and future uses of Australian literature in both the globalised world and in the Australian secondary English classroom.' (Publication abstract)
'I’ve been thinking lately about what a good review can offer readers, especially teachers who have so many demands on their time and limited opportunity to read the huge range of new texts available for their students in the classroom. Reviews can give a pointer to teachers about some texts that merit their attention. Obviously, an opinion is called for – what is the appeal of this text and to whom may it appeal? I won’t waste your time on texts if I don’t think they will engage some of your students in the classroom. I can’t recommend texts which haven’t engaged me too, at some level. A brief idea of what happens, the style of writing or designing and the impact of the text written or created and perhaps some ideas on how it might be used in the classroom. With a much greater focus in classrooms today on student choice and voice about what they read and view it’s important to have a range of texts to capture their interests and enthusiasm. Not all these texts will work with all students, but there will be readers, and reluctant and disengaged ones as well, who will find something here that speaks to them.' (Introduction)
