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
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.
University of Waikato
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.
- Education Papers