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'MasterClass in English Education draws on international research and practice to present effective and engaging approaches for English teaching, focusing on the skills, knowledge and understanding needed in the classroom. As well as exploring the key modes of English teaching, reading, writing, speaking and listening, the contributors show how a greater understanding of English can be found through drawing together modalities, for example understanding reading through writing. Case studies and classroom examples ensure that it's easy to understand the relevance of the theory in the classroom and links to research and critical texts support readers to develop practice and their professional voice.' (Publication summary)
Notes
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Contents indexed selectively.
Contents
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Intertextuality and Subversion,
single work
criticism
(p. 29-44)
Words like 'intertextuality' bring to mind the moment of 'theory. Especially significant for our own professional learning were journals like The English and Media Magazine, including resonantly titled essays such as "The Post-Structuralist Always Reads Twice' (Exton, 1982). These essays advocated new understandings of texts and textuality that challenged the interpretive practises that had traditionally held sway in English classrooms. In Australia, the moment of 'theory' prompted some remarkably innovative work in the area of English curriculum and pedagogy, as Bill Corcoran's time as the editor of English in Australia shows (sec Corcoran, 1998).
