Australia (Dawkins 1987). Such thinking has progressively seeped into English curriculum since, via skills’ debates, compulsory federal literacy tests (NAPLAN) for every ‘basic second year of schooling, which by the way the Honourable Christopher Pyne wants to ramp up to every year of schooling, and we all know Mr Pyne is an honourable man. for ‘Leaning earning’ is now in Australian Education, and inhabits all of the rationales of ‘commonsense’ Australian curricula and master statements such as 2008 Melbourne Declaration. SLIDE 13 ON EQUAL TERMS Hence, I argue, in current English syllabi cluster into three groups of more or ‘perspectives’ less mutually incompatible theory. Canonical, Emancipatory, and Vocational. I would also characterize the current syllabi in NSW as by Emancipatory approaches, not dominated owing to the volume of its presence in the documents, but rather the catastrophic nature of its project: a negative critique approaches and Vocationalism. Ie. It’s like the US ‘canonical’ marines: fundamentally designed to invade something. SLIDE 14 CHANGE AND CONTINUITY The Australian English Curriculum The new AEC is, in part, a response to growing alarm in the last decade about the drift towards the scepticism of these approaches. It does this in three ways. ‘Emancipatory’ First canonical conceptions have been re-enshrined in one of three distinct strands, K-12, called is... valued for their form and style and are recognised as ‘Literature’: “Literature having enduring or artistic value.” (AEC) This is a significant shift away from critical literacy. SLIDE 15 CRITICAL LITERACY
Australia (Dawkins 1987). Such thinking has progressively seeped into English curriculum since, via ‘basic skills’ debates, compulsory federal literacy tests (NAPLAN) for every second year of schooling, which by the way the Honourable Christopher Pyne wants to ramp up to every year of schooling, and we all know Mr Pyne is an honourable man. ‘Leaning for earning’ is now ‘commonsense’ in Australian Education, and inhabits all of the rationales of Australian curricula and master statements such as 2008 Melbourne Declaration. SLIDE 13 ON EQUAL TERMS Hence, I argue, ‘perspectives’ in current English syllabi cluster into three groups of more or less mutually incompatible theory. Canonical, Emancipatory, and Vocational. I would also characterize the current syllabi in NSW as dominated by Emancipatory approaches, not owing to the volume of its presence in the documents, but rather the catastrophic nature of its project: a negative critique ‘canonical’ approaches and Vocationalism. Ie. It’s like the US marines: fundamentally designed to invade something. SLIDE 14 CHANGE AND CONTINUITY The Australian English Curriculum The new AEC is, in part, a response to growing alarm in the last decade about the drift towards the scepticism of these ‘Emancipatory’ approaches. It does this in three ways. First canonical conceptions have been re-enshrined in one of three distinct strands, K-12, called ‘Literature’: “Literature is... valued for their form and style and are recognised as having enduring or artistic value.” (AEC) This is a significant shift away from critical literacy. SLIDE 15 CRITICAL LITERACY
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