Literary Knowing and the Making of English Teachers: The Role of Literature in Shaping English Teachers’ Professional Knowledge and Identities

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.

Education & Teaching

Mead, Philip

Yates, Lyn

Doecke, Brenton

McLean Davies, Larissa

Sawyer, Wayne

Schools & Teaching

Routledge

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 demand for practical management guidelines prompted the creation of this book to address infectious disease problems in obstetrics and gynecology. The text was modeled after the successful protocols format developed by Dr. John T. Queenan. The contributor list is impressive; each protocol author is a member of Infectious Disease Society for Obstetrics &amp; Gynecology. While there are larger, more comprehensive textbooks on this subject, none utilize this practical, concise format. This book will be an excellent addition to the protocols series.

Protocols for Infectious Disease in Obstetrics and Gynecology (Protocols in Obstetrics and Gynecology)

Medical Books

Hager, W. David

Medicine

Wiley/Blackwell

Antipodal Shakespeare: Remembering and Forgetting in Britain, Australia and New Zealand, 1916 - 2016

Literature & Fiction

Ferguson, Ailsa Grant

McMullan, Gordon

Houlahan, Mark

Flaherty, Kate

Dramas & Plays

The Arden Shakespeare

Despite a recent surge of critical interest in the Shakespeare Tercentenary, a great deal has been forgotten about this key moment in the history of the place of Shakespeare in national and global culture – much more than has been remembered. This book offers new archival discoveries about, and new interpretations of, the Tercentenary celebrations in Britain, Australia and New Zealand and reflects on the long legacy of those celebrations.
This collection gathers together five scholars from Britain, Australia and New Zealand to reflect on the modes of commemoration of Shakespeare across the hemispheres in and after the Tercentenary year, 1916. It was at this moment of remembering in 1916 that 'global Shakespeare' first emerged in recognizable form. Each contributor performs their own 'antipodal' reading, assessing in parallel events across two hemispheres, geographically opposite but politically and culturally connected in the wake of empire.

Networked Language: Culture and History in Australian Poetry

Australian Scholarly Publishing

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