Philip Mead

Brenton Doecke

Larissa McLean Davies

Lyn Yates

Wayne Sawyer

At a time when knowledge is being 're-valued' as central to curriculum concerns, subject English is being called to account. Literary Knowing and the Making of English Teachers puts long-standing debates about knowledge and knowing in English in dialogue with an investigation of how English teachers are made in the 21st century. This book explores, for the first time, the role of literature in shaping English teachers’ professional knowledge and identities by examining the impacts, in particular, of their own school teaching in their ‘making’. The voices of early career English teachers feature throughout the work, in a series of vignettes providing reflective accounts of their professional learning. The authors bring a range of disciplinary expertise and standpoints to explore the complexity of knowledge and knowing in English. They ask: How do English teachers negotiate competing curriculum demands? How do they understand literary knowledge in a neoliberal context? What is core English knowledge for students, and what role should literature play in the contemporary curriculum? Drawing on a major longitudinal research project, they bring to light what English teachers see as central to their work, the ways they connect teaching with their disciplinary training, and how their understandings of literary practice are contested and reimagined in the classroom. This innovative work is essential reading for scholars and postgraduate students in the fields of teacher education, English education, literary studies and curriculum studies.

The Role of Literature in Shaping English Teachers’ Professional Knowledge and Identities

Literary Knowing and the Making of English Teachers

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 essays assembled in this volume transcend the divisions that have sometimes marred debates about the place of Australian literature in the school curriculum.

Larissa McLean Davies

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