'One way of looking at a story is as a mental suitcase that brings together a bunch of actions that would be unintelligible as disparate events. Its basic job is twofold: first, to name them, then to order them.

'The naming can be confronting, akin to a biblical judgement. But if it doesn’t take place, then the story isn’t told. What happens then? Nothing good. Which is why one of the most powerful lines in this extraordinary play is when William Thornill, ex-convict lag and born riverman, takes part in a massacre of Hawkesbury Aboriginals, then tells his family with sepulchral finality 'we will not speak of this again'.'

'Kate Grenville's The Secret River (2005) has been the subject of considerable controversy. Although the novel was awarded numerous prizes and was well received in the press, it was overwhelmingly criticized by historians and literary critics.' The historians are concerned that readers will confuse history and fiction; the critics are concerned that readers will empathize with the central character, thus ameliorating white guilt. Yet The Secret River has become a popular teaching text in universities, both in Australia and the United States. Given that the controversy has been largely confined to Australia, we are interested in considering why the novel is such a popular choice in literature courses in the United States and what this popularity tells us about the novel, the transnational dimension of literary studies of Australia, and pedagogical practices more generally. To that end, this essay draws on interviews with four United States academics who have taught The Secret River to consider the different issues it raises as a teaching text and what purposes it might serve as an Australian novel in a literature course in the United States. One of our most interesting findings is that it is precisely the qualities of the novel that trouble historical and literary scholars that make it such a compelling teaching text, enabling teachers to launch their students into the midst of ongoing unresolved debates.' (Introduction)