Producing readings : freedom versus normativity?
The subject known as English has been framed in terms of a number of models which can be broadly defined through the literature as cultural heritage (associated with Matthew Arnold and F.R. Leavis), personal growth (associated with John Dixon and James Britton) and cultural studies (associated with Raymond Williams and Roland Barthes). Traditionally these models have been assumed to reflect different theories of English, each one being hailed as a radical break with the previous model. Taking the reading lesson as an example, the paper attempts to trouble the idea that the models of English are radically different, first by identifying an unhelpful dialectic that historically informs discussions of literature teaching and English and second, by exploring a circularity that characterises arguments used to justify the radical nature of cultural studies English.
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|Item Type:||Journal Article|
|Keywords:||Teaching literature, Reader response, English curriculum, Literary theory, Cultural studies|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 1994 Australian Association for the Teaching of English|
|Deposited On:||11 Sep 2012 09:48|
|Last Modified:||01 Dec 2012 07:59|
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