'The authors argue that although reform can lead to agentic reinvigoration of practice, it can also have negative effects on teachers' practices and wellbeing when rapid, whole-sale shifts are made. The alternative, to be subject to the discourse of 'curriculism', with its compromises on content and emphasis on cumulative learning and linear progression through learning 'levels', is described in Homer's 1994 keynote address. Homer argues that, as experts in the skills of textual analysis, it is fitting that English teachers 'should be at the forefront of making such analyses' of curriculum; a timely reminder this year as the revised Australian Curriculum is released, of the empowering benefits of reading curriculum texts analytically and critically, attending closely to the way they construct students, teachers and 'knowledge'.' (Publication summary)
'The subject of English offers a unique context to embed Indigenous perspectives for the benefit of all students through its availability and variety of text choices. Currently, the New South Wales (NSW) English Syllabus requires teachers to include texts which provide 'insights into Aboriginal experiences in Australia' (NESA, 2012). With no structured auditing method for this inclusion, there is room to further understand how teachers select texts to include Indigenous perspectives. This paper will present some factors influencing text selection when including Indigenous perspectives through four teacher profiles. It presents four teacher profiles to explore some influences on their text selections when including Indigenous perspectives. It is a snapshot of decision-making for class texts identified from semi-structured qualitative conversations with four Western Sydney English teachers. The study aims to provide some insight into the process of embedding Aboriginal and Torres Strait Islander perspectives through text selection in Years 7-10 English.' (Publication abstract)
'David Homer, AATE Life member, has been keeping a diary for nearly 70 years. He recently 'bequeathed' ten of his diaries (1994-2004) to the AATE archives. This selection covers the years when David served on AATE Council and was successively president of SAETA, AATE and IFTE. During David's time on Council he was heavily involved in many curriculum initiatives, including the implementation of the NPDP (particularly in South Australia), the development of the STELLA standards project, and the creation and delivery of the IFTE 2003 conference in Melbourne. The diaries are an engaging example of hypertext, a rich collage of descriptions, anecdotes, reflections, mementoes and 'things to do' of an insider's take on the organisational life of professional teaching associations (and the personalities and politicking involved), as well as the wider political and educational contexts in which they work. It is a narrative interwoven with two others. One, that of David's 'day job', first in teacher education, then professional writing. And two, that of his vibrant personal and social life. The sustaining sociability of community is a key subtext informing all aspects of the diaries.' (Publication abstract)
