Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Dis-lodging literature from English: Challenging linguistic hegemonies

      Locke, Terry; May, Stephen
      Thumbnail
      Files
      content.pdf
      403.7Kb
      Citation
      Export citation
      Locke, T. & May, S. (2004). Dis-lodging literature from English: Challenging linguistic hegemonies. English Teaching: Practice and Critique. 3(1), 17-31.
      Permanent Research Commons link: https://hdl.handle.net/10289/533
      Abstract
      This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.
      Date
      2004-05-01
      Type
      Journal Article
      Publisher
      University of Waikato
      Rights
      The final, definitive version of this article has been published in the journal, English Teaching: Practice and Critique, published by the School of Education, University of Waikato. (c)2007 the authors.
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

      Downloads, last 12 months
      40
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement