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  Subjects -> LANGUAGE AND LITERATURE (Total: 1627 journals)
    - LANGUAGE AND LITERATURE (582 journals)
    - LANGUAGES (233 journals)
    - LITERARY AND POLITICAL REVIEWS (184 journals)
    - LITERATURE (GENERAL) (119 journals)
    - NOVELS (12 journals)
    - PHILOLOGY AND LINGUISTICS (483 journals)
    - POETRY (14 journals)

LANGUAGE AND LITERATURE (582 journals)                  1 2 3     

Showing 1 - 127 of 127 Journals sorted alphabetically
3L : Language, Linguistics, Literature     Open Access   (Followers: 11)
@nalyses     Open Access   (Followers: 1)
a/b : Auto/Biography Studies : Journal of The Autobiography Society     Hybrid Journal   (Followers: 13)
Abgadiyat     Hybrid Journal   (Followers: 2)
Abusões     Open Access  
Ação Midiática : Estudos em Comunicação, Sociedade e Cultura     Open Access  
ACME : Annali della Facoltà di Studi Umanistici dell'Università degli Studi di Milano     Open Access   (Followers: 1)
Acquisition et interaction en langue étrangère     Open Access   (Followers: 3)
Acta Baltico-Slavica     Open Access   (Followers: 1)
Acta Literaria     Open Access   (Followers: 3)
Acta Neophilologica     Open Access  
AFRREV IJAH : An International Journal of Arts and Humanities     Open Access   (Followers: 2)
Alea : Estudos Neolatinos     Open Access   (Followers: 1)
Aletria : Revista de Estudos de Literatura     Open Access  
Algazarra : Revista do Centro de Pesquisa Comunicação e Cultura : Barroco e Mestiçagem     Open Access  
Alpha (Osorno)     Open Access  
American Book Review     Full-text available via subscription   (Followers: 7)
American Journal of Philology     Full-text available via subscription   (Followers: 6)
American Literary Realism     Full-text available via subscription   (Followers: 6)
American Literature     Full-text available via subscription   (Followers: 24)
Anagramas : Rumbos y Sentidos de la Comunicación     Open Access  
Anales Galdosianos     Full-text available via subscription  
Âncora : Revista Latino-Americana de Jornalismo     Open Access  
andererseits : Yearbook of Transatlantic German Studies     Open Access   (Followers: 3)
Aniki : Revista Portuguesa da Imagem em Movimento     Open Access  
ANTARES (Letras e Humanidades)     Open Access  
Anuari de Filologia. Llengües i Literatures Modernes     Open Access  
Anuário de Literatura     Open Access  
Anuario Lope de Vega. Texto, literatura, cultura     Open Access  
Appalachian Heritage     Full-text available via subscription   (Followers: 5)
Arbitrium     Hybrid Journal   (Followers: 7)
Arcadia - International Journal for Literary Studies     Hybrid Journal   (Followers: 9)
Arethusa     Full-text available via subscription   (Followers: 4)
Argumentation et analyse du discours     Open Access   (Followers: 6)
Arizona Quarterly: A Journal of American Literature, Culture, and Theory     Full-text available via subscription   (Followers: 12)
Ars Aeterna     Open Access  
Artelogie     Open Access   (Followers: 1)
Arthuriana     Full-text available via subscription   (Followers: 5)
Artl@s Bulletin     Open Access   (Followers: 1)
Arts et Savoirs     Open Access  
Asia Minor Studies     Open Access   (Followers: 2)
Atalanta : Revista de las Letras Barrocas     Open Access  
Atalaya     Open Access   (Followers: 1)
Australian Journal of French Studies     Full-text available via subscription   (Followers: 6)
Australian Literary Studies     Full-text available via subscription   (Followers: 5)
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Babel     Hybrid Journal   (Followers: 13)
Balkanologie : Revue d'Études Pluridisciplinaires     Open Access   (Followers: 4)
Baltic International Yearbook of Cognition, Logic and Communication     Open Access  
Barnboken : Journal of Children's Literature Research     Open Access   (Followers: 3)
Between     Open Access   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biography     Full-text available via subscription   (Followers: 18)
Black Camera     Full-text available via subscription   (Followers: 6)
Boletim de Pesquisa NELIC     Open Access  
Book History     Full-text available via subscription   (Followers: 142)
Bookbird: A Journal of International Children's Literature     Full-text available via subscription   (Followers: 12)
boundary 2     Full-text available via subscription   (Followers: 14)
Brasiliana - Journal for Brazilian Studies     Open Access   (Followers: 1)
Bronte Studies     Full-text available via subscription   (Followers: 3)
Brookings-Wharton Papers on Financial Services     Full-text available via subscription   (Followers: 3)
Brumal. Revista de investigación sobre lo Fantástico     Open Access  
Bulletin for Spanish and Portuguese Historical Studies     Open Access   (Followers: 9)
Bulletin of the Center for Children's Books     Full-text available via subscription   (Followers: 5)
Bunron : Zeitschrift für literaturwissenschaftliche Japanforschung     Open Access   (Followers: 1)
Byron Journal     Hybrid Journal   (Followers: 1)
Byzantinische Zeitschrift     Hybrid Journal   (Followers: 11)
Byzantion Nea Hellás     Open Access   (Followers: 2)
Caderno de Letras     Open Access  
Caderno Seminal     Open Access  
Cadernos de Letras da UFF     Open Access  
Cahiers Balkaniques     Open Access   (Followers: 2)
Cahiers d'histoire. Revue d'histoire critique     Open Access   (Followers: 12)
Cahiers de civilisation espagnole contemporaine     Open Access   (Followers: 2)
Cahiers de littérature orale     Open Access  
Cahiers de recherches médiévales et humanistes     Open Access   (Followers: 10)
Cahiers du Monde Russe     Open Access   (Followers: 10)
Cahiers d’études italiennes     Open Access   (Followers: 6)
Cahiers franco-canadiens de l'Ouest     Full-text available via subscription   (Followers: 1)
Callaloo     Full-text available via subscription   (Followers: 11)
Cambridge Quarterly     Hybrid Journal   (Followers: 10)
Carnets : Revue électronique d'études françaises     Open Access  
Carte Italiane     Open Access   (Followers: 3)
Catedral Tomada. Revista de crítica literaria latinoamericana     Open Access  
CELEHIS : Revista del Centro de Letras Hispanoamericanas     Open Access  
Cervantes : Bulletin of the Cervantes Society of America     Full-text available via subscription   (Followers: 1)
Ceræ: An Australasian Journal of Medieval and Early Modern Studies     Open Access   (Followers: 2)
Chasqui. Revista Latinoamericana de Comunicación     Open Access  
Children's Literature Association Quarterly     Full-text available via subscription   (Followers: 16)
Chloe: Beihefte zum Daphnis     Full-text available via subscription   (Followers: 4)
Chrétiens et sociétés     Open Access   (Followers: 3)
Cipango     Open Access   (Followers: 3)
Cipango - French Journal of Japanese Studies. English Selection     Open Access   (Followers: 4)
Claraboia     Open Access  
CLCWeb : Comparative Literature and Culture     Open Access   (Followers: 11)
CLEaR     Open Access  
Cognitive Studies : Études cognitives     Open Access  
College Literature     Full-text available via subscription   (Followers: 10)
Colonial Academic Alliance Undergraduate Research Journal     Open Access   (Followers: 2)
Colorado Review     Full-text available via subscription   (Followers: 1)
Comparative Critical Studies     Hybrid Journal   (Followers: 20)
Comparative Literature     Full-text available via subscription   (Followers: 36)
Comparative Literature Studies     Full-text available via subscription   (Followers: 28)
Comparative Mythology     Open Access   (Followers: 3)
Comunicação & Sociedade     Open Access  
Configurations     Full-text available via subscription   (Followers: 5)
Conradiana     Full-text available via subscription   (Followers: 1)
Contemporary Literature     Full-text available via subscription   (Followers: 20)
Contemporary Pacific     Full-text available via subscription   (Followers: 8)
Contemporary Women's Writing     Hybrid Journal   (Followers: 11)
COnTEXTES     Open Access   (Followers: 1)
CR : The New Centennial Review     Full-text available via subscription  
Criticism     Full-text available via subscription   (Followers: 10)
Criticón     Open Access   (Followers: 1)
Critique: Studies in Contemporary Fiction     Full-text available via subscription   (Followers: 8)
Cuadernos AISPI     Open Access  
Cuadernos de Ilustración y Romanticismo     Open Access  
Cuadernos de Rusística Española     Open Access  
Cuadernos LIRICO : Revista de la Red Interuniversitaria de Estudios sobre las Literaturas Rioplatenses Contemporáneas en Francia     Open Access   (Followers: 1)
Cuban Studies     Full-text available via subscription   (Followers: 6)
Cultures et conflits     Open Access   (Followers: 1)
Current Narratives     Open Access   (Followers: 12)
Current Objectives of Postgraduate American Studies     Open Access   (Followers: 1)
Current Writing : Text and Reception in Southern Africa     Hybrid Journal   (Followers: 2)
De Signos y Sentidos     Open Access  
De Zeventiende Eeuw. Cultuur in de Nederlanden in interdisciplinair perspectief     Open Access   (Followers: 2)
Deuterocanonical and Cognate Literature Yearbook     Hybrid Journal  
Dialektika : Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Diálogos Latinoamericanos     Open Access  
Dicenda. Cuadernos de Filología Hispánica     Open Access  
Dickens Quarterly     Full-text available via subscription   (Followers: 1)
Diegesis : Interdisziplinäres E-Journal für Erzählforschung     Open Access  
Discours     Open Access   (Followers: 2)
Dix-Neuf     Hybrid Journal   (Followers: 3)
DQR Studies in Literature     Full-text available via subscription   (Followers: 1)
Drammaturgia     Open Access  
Dublin James Joyce Journal     Full-text available via subscription   (Followers: 1)
Dutch Crossing : Journal of Low Countries Studies     Hybrid Journal   (Followers: 4)
e-Journal of Linguistics     Open Access   (Followers: 1)
E-rea     Open Access   (Followers: 2)
e-Scripta Romanica     Open Access  
e-Spania     Open Access   (Followers: 1)
e-TEALS     Open Access   (Followers: 1)
Early American Literature     Full-text available via subscription   (Followers: 7)
Early Modern Culture Online     Open Access   (Followers: 38)
Ecotone     Full-text available via subscription  
Ecozon@ : European Journal of Literature, Culture and Environment     Open Access   (Followers: 4)
EDGE - A Graduate Journal for German and Scandinavian Studies     Open Access   (Followers: 5)
Educação & Linguagem     Open Access  
Eighteenth-Century Fiction     Full-text available via subscription   (Followers: 19)
Éire-Ireland     Full-text available via subscription   (Followers: 8)
El Hilo de la Fabula     Open Access  
ELH     Full-text available via subscription   (Followers: 17)
ELOPE : English Language Overseas Perspectives and Enquiries     Open Access  
Emily Dickinson Journal     Full-text available via subscription   (Followers: 3)
English in Africa     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2)
English in Education     Hybrid Journal   (Followers: 13)
English Literature in Transition 1880-1920     Full-text available via subscription   (Followers: 6)
English Studies in Africa     Hybrid Journal   (Followers: 1)
English Text Construction     Hybrid Journal   (Followers: 7)
English: Journal of the English Association     Hybrid Journal   (Followers: 13)
Enthymema     Open Access  
Entrelaces     Open Access  
Epiphany     Open Access   (Followers: 3)
ESC: English Studies in Canada     Full-text available via subscription   (Followers: 3)
Escritura e Imagen     Open Access   (Followers: 1)
Eslavística Complutense     Open Access   (Followers: 1)
ESQ: A Journal of the American Renaissance     Full-text available via subscription   (Followers: 1)
Essays in Criticism     Hybrid Journal   (Followers: 15)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 6)
Estudios de Literatura Colombiana     Open Access  
Estudios de Teoría Literaria - Revista digital: artes, letras y humanidades     Open Access  
Estudios Ingleses de la Universidad Complutense     Open Access  
Estudis de Literatura Oral Popular / Studies in Oral Folk Literature     Open Access  
Études canadiennes / Canadian Studies     Open Access   (Followers: 1)
Études de lettres     Open Access   (Followers: 2)
Études Épistémè     Open Access  
Études françaises     Full-text available via subscription   (Followers: 5)
Études littéraires     Full-text available via subscription   (Followers: 5)
Eugene O’Neill Review     Full-text available via subscription  
European Journal of Life Writing     Open Access   (Followers: 5)
European Romantic Review     Hybrid Journal   (Followers: 10)
ExELL : Explorations in English Language and Linguistics     Open Access  
Exercices de Rhétorique     Open Access  
Figurationen     Hybrid Journal   (Followers: 3)
Fólio : Revista de Letras     Open Access  
Fourth Genre: Explorations in Nonfiction     Full-text available via subscription   (Followers: 1)
French Forum     Full-text available via subscription   (Followers: 8)
French Studies in Southern Africa     Full-text available via subscription   (Followers: 1)
FronteiraZ. Revista do Programa de Estudos Pós-Graduados em Literatura e Crítica Literária     Open Access  
Genre     Full-text available via subscription   (Followers: 12)
Genre & histoire     Open Access   (Followers: 4)
George Herbert Journal     Full-text available via subscription  
German Studies Review     Full-text available via subscription   (Followers: 26)
Globe : A Journal of Language, Culture and Communication     Open Access   (Followers: 2)
Goethe Yearbook     Full-text available via subscription   (Followers: 7)
Gothic Studies     Full-text available via subscription   (Followers: 14)
Hardy Review     Full-text available via subscription   (Followers: 1)

        1 2 3     

Journal Cover English in Australia
  [SJR: 0.19]   [H-I: 6]   [2 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 0155-2147
   Published by RMIT Publishing Homepage  [403 journals]
  • Volume 52 Issue 2 - Reading and viewing [Book Review]
    • Abstract: McPherson, Deb
      Review(s) of: The lie tree, by Frances Hardinge illus by Chris Riddell, Macmillian (2015) 489 pp. hardcover; The bone sparrow, by Zana Fraillon Orion (2016) 288 pp.; The road to winter, by Mark Smith, Text publishing (2016) 240 pp.; One, by Sarah Crossan, Bloomsbury (2015) 429 pp.; We come apart, by Sarah Crossman and Brian Conahan, (2017) Bloomsbury 326 pp.; A child of books, by Olivier Jeffers and Sam Winston, Walker Books (2016) 32 pp.; Australia to Z, by Armin Greder, Allen and Unwin, (2016) 32 pp.; Lion, by Saroo Brierley, Penguin Random House (2013) 257 pp.; Let them eat chaos, by Kate Tempest, Picador Poetry (2016) 72 pp., Let Them Eat Chaos, audio iTunes (2106) length 47 minutes.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - The ambivalent legacy of Dartmouth five decades on:
           What, now, should we teach the English teachers'
    • Abstract: Jones, Jo
      This essay expresses a profoundly ambivalent response to the legacy of Dartmouth, particularly Dixon's 'Growth' Model of English. English educators owe a debt to Dixon in terms of innovative pedagogical methods that are part of the daily shapes of tertiary and high school English classes, including the way drama and performance invoke excitement and engagement, and the advantages of energised spoken formats used to debate issues and discuss texts. On the other hand some of Dartmouth's key conceptual and methodological tenets, as they have played out over the decades, have become counter-productive elements of English teaching in the twenty-first century. Here, a final-year tertiary teacher education course - 'Teaching, Literature, Culture' - is used to challenge the dimensions of the Growth Model as they manifest in the present time.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - Exposing the dynamic nature and potential role of
           student attribution processes on English for academic purposes achievement
           in higher education
    • Abstract: Chang, Heejin; Windsor, Angela; Helwig, Lindsay
      The aim of this study is to investigate the reasons that English for Academic Purposes (EAP) students in the Open Access College at the University of Southern Queensland give to explain their success in a course of study. It will examine how students' internal and external attributions change while studying EAP. The data has been gathered through a survey administered four times to EAP students. The students come from English as an Additional Language (EAL) backgrounds and intend to undertake tertiary study in English at USQ. The data foregrounds the potential role of adaptive and maladaptive attribution processes in the EAP learning experience, showing that the majority of students possess a mixture of internal and external attributions that evolve over a course of EAP study. The implications of this study are the potential to contribute to the development of more holistic approaches in EAP programs.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - English syllabus interpretation: The relationship
           between literary theories and teacher beliefs
    • Abstract: Ireland, Jill; O'Sullivan, Kerry-Ann; Duchesne, Susan
      This paper examines the relationship between the literary theories underpinning an English syllabus and teachers' personal epistemologies and pedagogical beliefs. The study discussed here used semi-structured interviews and an online survey to investigate 50 New South Wales teachers' views of the theoretical basis of a senior English syllabus that came into force in 2000, and represented a substantial change of emphasis for the subject. Participants described the extent of alignment between literary theories they saw as influencing the Syllabus and their preferred literary theories, and linked this to their epistemological beliefs and their teaching practices at senior secondary level. Where there was a mismatch between the perceived theoretical basis of the Syllabus and teachers' own preferred literary theories, this fuelled participants' perceptions that the Syllabus was unduly influenced by unstable and contradictory literary theories which were seen as undermining their existing conceptions of English as a school subject. The study's findings suggest the importance of considering teachers' beliefs in developing and implementing a new syllabus.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - Footy, gangs and love: Using auto-ethnography to
           problematise practice on a practicum
    • Abstract: Bellamy, Roz
      This article was written as an auto ethnography, which allowed for a complex and personal exploration of professional standards, teachers' professional identities, neoliberal reforms, and approaches to literacy and creativity. This article reflects on a practicum which involved teaching Romeo and Juliet to two year nine classes at an all boys' school. This provided rich opportunities for comparisons, experimentation, and learning from mistakes. Using auto ethnography as a pre-service teacher promoted reflective practice, which is pivotal for graduate teaching and for determining personal views on a range of controversial and polarising topics facing educators today.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - Grief
    • Abstract: Harris, Rory
      A wash of Chinese ink and then an emerald cloud framed the gallery is perched, the underground rattles...

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - 'Big fans', 'Experts', and those 'In need of a
           challenge': Teacher attitudes to 'manga and anime kids' in the Secondary
           English classroom
    • Abstract: Cheung, Kelly; O'Sullivan, Kerry-Ann
      Manga and anime may no longer be the 'new kids' in wider media culture but they are relatively new texts for study in the secondary English classroom. Manga and anime support teachers in their work towards inclusive classroom practices and build multimodal literacies but the cartoony face of the medium belies a depth of analysis required and layers of sensitivity needed in navigating these texts with students. How do English teachers respond to the emergence of manga and anime texts, translated and dubbed in English, when these texts become part of their classroom curriculum and culture' This paper uses a case study of two metropolitan high schools to explore how unexpected text choices brought about deeper insights for these English teachers in the ways they perceived their students' identities, as readers and consumers of manga and anime texts, within a Quality Teaching and learning environment (NSW DET, 2003; Prumm and Patruno, 2016).

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - The writing mind: A Play
    • Abstract: Shaw, Sara
      It was week three of the first semester of my Master of Teaching degree at Monash University in Melbourne, Australia, and already my lecturers were talking about our first assignments. In my English method unit, we students were required to write a reflective autobiographical narrative inquiring into particular critical incidents from our past experiences in the English classroom as a way of conceptualising the impact of English and literacy teaching on our own evolving professional identities. I had been studying to be a teacher for only a few weeks, having left a career of 11 years in the wine industry to begin a new path, one I had started down and diverted from many years before. Through those 11 years I had continued to read voraciously, but I had fallen out of practice with my writing. I wasn't sure I had what it takes to become what I kept hearing that all of us were becoming - an English teacher. I questioned whether I would be able to teach writing to young people if I had lost touch with myself as a writer. I wondered how I could help them make meaning from their own experiences through writing if I struggled to construct meaning from my own.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - National perspectives
    • PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - Reading as an imaginative act
    • Abstract: McGraw, Amanda; Mason, Mary
      The teaching of reading provokes heated discussion, particularly when the reputations of governments and institutions rest on what students do and achieve. This paper focuses on the first two years of a three year project where the researchers worked in communities of practice with secondary school English teachers in state, Catholic and independent schools in Victoria, Australia with a focus on examining and improving the teaching of reading. A starting point for practitioner inquiries was giving close attention to what students say about their reading experiences. Based on the students' insight and a return to key theorists, we suggest that the process of reading in English is largely an imaginative act. Like the students, we argue for curriculum that is less 'fenced in' by limited notions of quality and more open to genuine learning.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - Digital fiction: 'Unruly object' or literary
           artefact'
    • Abstract: Allan, Cherie
      Is digital fiction worthy of serious consideration as a literary text and does it have a place in the English classroom, particularly in light of the establishment of a stand-alone Literature subject as part of the Years 11-12 English program in the Australian Curriculum' To answer these questions this paper briefly looks at the development and definitions of digital fiction, examines a number of current digital narrative formats, considers narratological analyses of two digital texts that accord with literary practice but also account for the affordances of the digital environment and finally provides a snapshot of the author's professional practice in this area.

      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 2 - Editorial
    • Abstract: Jetnikoff, Anita
      PubDate: Thu, 29 Jun 2017 18:40:25 GMT
       
  • Volume 52 Issue 1 - The dlirious spectator: Opening spaces in film studies
    • Abstract: Sommer, Paul
      The 2016 Garth Boomer Address considers the teaching of film. It challenges the orthodoxy that calls for a predominantly visual analysis, arguing that editing, sound and a fresh look at the script are equally important. This invites an understanding of characterisation and narrative in terms of the creation of 'wholes' and their ruptures and potentials. Drawing on Gilles Deleuze's cinema books, editing, for example, can be reconceived as placing 'moving wholes' in relation to other moving wholes and not just connecting shots. There is a striking resemblance to Garth Boomer's early work in which he speaks directly to teachers especially in terms of fissures and their productive capacity to create new spaces for learning, just as for cinema. 'We now seek and find new questions, new spaces, and new discontinuities in need of exploration.' All this raises questions of creative spaces, how filmmakers and others open them up, and how we might work to understand (or remind ourselves) that classrooms are spaces open to creative opportunities.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Vale: Rereading 'personal response': A reflection on
           the contribution of Annette Patterson
    • Abstract: Moon, Brian
      Perhaps we don't speak often enough of courage in the context of academic scholarship; and perhaps that is because we so rarely witness it. While the ideal of the academic researcher as a seeker of truth, an iconoclast working at the cutting edge of knowledge, is familiar and often invoked, the reality is that a great deal of published research reproduces prevailing paradigms of thought, or at least remains situated within them. There are few real breakouts. As a postgraduate student studying poststructural theory in the late 1980s, I imagined myself a radical - a common enough conceit of new researchers. In truth, I was a conformist working within a paradigm established by remote continental theorists. Perhaps the paradigm itself was radical (though even that seems less certain now); but my contribution to it was not. I came to realise these things during my PhD research, after meeting and learning from some genuine thinkers. They included Bronwyn Mellor, Ian Hunter and Annette Patterson. It was from them that I learned what it means to follow an idea based on reason and evidence rather than fashionable consensus - and what courage that requires. Looking back now on the contribution of Annette Patterson, to whom this issue of English in Australia is dedicated, I am reminded not only of her intelligence and her capacity for independent thought and inquiry, but also of her courage in questioning some powerful orthodoxies in English education.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - National perspectives
    • Abstract: Gold, Eva
      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Editorial
    • Abstract: Jetnikoff, Anita
      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Professional learning for a new English curriculum:
           Catholic Education Melbourne primar y school teachers and AusVELS English
           F-10
    • Abstract: Albright, James; Knezevic, Lisa
      Teachers of subject English across Australia have been involved in a wide range of professional learning experiences to support implementation of the Australian Curriculum: English since its introduction in 2010. This article investigates the professional learning experienced by a small number of primary school teachers in two Catholic primary schools in Melbourne, Australia for implementation of Victoria's AusVELS English F-10. Institutional Ethnography and Bourdieusian field analysis are employed to analyse documentary and interview data, generating understanding of professional learning during this time of curriculum change in one large institution. The article finds that the professional learning in focus is coordinated by a number of key features, which are shaped by external factors from the wider field of education as well as institutional influences that customise professional learning.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Teacher and institutional self-censorship of English
           texts in NSW Protestant schools
    • Abstract: Hastie, David
      Australian Protestant schools have often been depicted as sites that restrict knowledge. This paper presents the findings of a 2010-2013 field study of 137 teachers, exploring the nature and extent of Protestant School English teacher self-censorship when excluding and selecting texts to teach. In both survey and interview data, I find that the Protestant school English teacher sample was more active in text selection than exclusion, and found no clear evidence of institutional directives from schools or sector governance regarding English text exclusion and selection. The study also found that patterns of text exclusion were unlikely to be particularly different to those of state school teachers, but selection was more affected by religious concerns, despite the range of text titles appearing to be similar across both sectors. Additionally, selfcensorship as a part of an anticipated parent complaint is also examined. The study also found that the Protestant school English teachers appeared concerned about anticipated institutional interference than there was warrant for in the data, and more than their own personal faith perspectives required. This appeared to indicate that Protestant school teachers may be hyperengaged in questions about how their text selections and exclusions align with their own ideological beliefs and those of their employing institution. In the case of the English teachers in the sample, it would appear that the Protestant schools tended to be ideologically generative, rather restricted knowledge sites.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Do males really prefer non-fiction, and why does it
           matter?
    • Abstract: Merga, Margaret
      International findings indicate that there is a gap in the literacy performance of schoolaged males and females, which has led to a focus on how to address this issue. Research suggests that an individual's literacy outcomes can be improved by regular recreational book reading, and therefore increasing frequency of engagement in this practice is seen as beneficial. However, the strategies and solutions employed to foster greater engagement in reading tend to subscribe to a problematic theoretical root. Essentialist conceptions of gender often frame educational and policy responses to this gender gap. Amongst other notions, males have been constructed as uniformly preferring non-fiction. This paper draws on previously unpublished data from the 2015 International Study of Avid Book Readers and the 2016 Western Australian Study in Children's Book Reading to examine the reading preferences of males. Male respondents in both studies displayed no marked preference for non-fiction, and males were more likely to prefer to exclusively read fiction than non-fiction. As essentialism requires homogeneity due to its biological basis, this paper ultimately challenges the legitimacy of using an essentialist framework to generate knowledge about how to best encourage males to read, exploring the risks inherent in this practice.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Reading and viewing [Book Review]
    • Abstract: McPherson, Deb; Sykes, Helen
      Review(s) of: A monster calls special collector's edition, by Patrick Ness 2016 (2011), hardback 356 pp.; Ship kings: The ocean of the Dead, by Andrew McGahan, Allen and Unwin (2016) 419 pp., Series, hardcover; The stars at Oktober, by Bend Glenda Millard, Allen and Unwin (2016) 266 pp.; Gemina: The illuminae files_02, by Amie Kaufman and Jay Kristoff. (2016), Allen and Unwin 659 pp.; Bro, by Helen Chebatte, Hardie Grant (2016) 234 pp.; Station eleven, by Emily St John Mandel, Picador (2014) 333 pp.; 'What they took with them - a list', by Jenifer Toksvig (2016); Undying a love story, by Michel Faber, Canongate (2016) 122 pp.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - The gentle dissenter: Revisiting Annette Patterson's
           research in English
    • Abstract: Mellor, Bronwyn
      Annette Patterson published articles, book chapters, and school textbooks in Australia, the USA and UK. She also taught in those countries and was a popular speaker at local, national international conferences. This was not, however, because she always gave audiences what they wanted to hear. Her incisive intellect and commitment to education probably meant that she was not ever going to allow a position or an orthodoxy remain unexamined even though (or, perhaps especially though) it was one she had initially occupied or embraced.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Why English teachers Matter: Some reflections on the
           life of Dr Paul Brock AM
    • Abstract: Manuel, Jacqueline; Brock, Sophia; Brock, Amelia
      Since March 25, 2016, Sophie, Amelia and I have been heartened and comforted by the many public and private tributes and memorials to Paul. These have come in many forms - from friends, colleagues, and comrades, spanning generations; and from people we have never met who took the time to share with us their stories of how Paul made a difference to their world. These stories, together with his vast corpus of publications and achievements, attest to the impact of his lifework. Paul was a polymath. His influence as a leader in education, a writer, a teacher, a scholar, a mentor, and an advocate for medical research and disability services, stand as an enduring testament to the force of his intellect and vision, the ethical depth of his professional and personal life, his compassion and humour, and his indefatigable commitment to social justice, inclusion, and the betterment of our individual and collective lives through education. He lived who he was - with optimism, sincerity, good humour, conviction and courage. His spirit was never dulled. His will was never broken. This was all the more astonishing because the last twenty years of his life were forged in the crucible of Motor Neurone Disease (MND).

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - English as rhetoric? - Once more, with feeling ...
    • Abstract: Green, Bill
      The installation of the new Australian Curriculum offers rich possibilities for rethinking English in Australia, and beyond. This paper proposes that rhetoric is usefully drawn into this work of reconceptualisation, as strategically an organising principle for English curriculum theory and practice. It reviews existing work on rhetoric and proposes ways of connecting it with new understandings of textuality and meaning. It thus seeks to bring together rhetoric, history and pedagogy, as crucial considerations for the renewal of English teaching.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - From personal growth (1966) to personal Growth and
           social agency (2016) - Proposing an invigorated model for the 21st century
           
    • Abstract: Goodwyn, Andrew
      The Personal Growth (PG) model, as outlined by John Dixon in 1967, is unquestionably still recognisable to English teachers, remaining aligned to their philosophy of teaching English. This article traces a key aspect of the history of Personal Growth and explores present continuities traceable to Dartmouth in 1966, in suggesting an invigorated Personal Growth model to embrace 21st century life. Dixon himself never offered a concise definition; however, one historically significant attempt to do this was produced in the Cox Report, the document that defined the first National Curriculum in English (NCE) in England in 1989. In focusing on a key historical moment, the UK's Cox Report in 1989, almost half way between 1966 and the present day, this article addresses the continuities and developments stemming from Dixon and indicative of how subject English has expanded and changed over 50 years. A final move is to provide a new perspective on Personal Growth, more appropriate for the 21st century. Using contemporary Critical Realist theories of identity, Personal Growth is re-articulated to include a broader conceptualisation of an omniculture, and a prototype successor model is offered as Personal Growth and Social/Cultural Agency.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
  • Volume 52 Issue 1 - Writer, reader, student, teacher: A critical analysis
           of developments in the discipline of English
    • Abstract: Driver, Duncan
      This essay seeks to recognise the value in a literature-focused model of the discipline of English, using I.A. Richards, C.K. Ogden and the American New Critics as models of critics who placed the text, and the reader's relationship with the text, at the centre of any study of literature, arguing that this relationship is analogous to that which should exist between text, teacher and student. It surveys developments in structuralist and post-structuralist literary theory and the way they have shaped the teaching of English over the second-half of the twentieth century, exposing flaws in the approach of the 'Growth', 'Cultural Studies', 'Textuality' and 'Critical Literacy' models of the discipline. It builds towards an analysis of David Campbell's poem, 'Night Sowing' that aims to show how a 'traditional' close reading of the text's aesthetic components reveals more than the politically-motivated application of the Critical Literacy model, concluding that the human connection of the reader/author relationship should be the foundation of any student's encounter with a text.

      PubDate: Wed, 5 Apr 2017 19:50:11 GMT
       
 
 
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