ETA response. It tracks ideas of and canonicity from existing NSW syllabi into ‘literature’ the AEC, and the NSW draft. SLIDE 6 OLD & NEW I argue that the AEC constitutes a significant shift away from the current Critical Literacy/ what I am calling Emancipatory approaches, to what I canonical’ approaches. Then we ‘soft will look at some resources for accommodating this shift. Brief background to English curricula Historically it can be seen that the number of syllabus has been accumulating ‘perspectives’ since the early 20th century, roughly in NSW from two 1911-1971 (Golsby-Smith 2007: 18), three 1971- 1999 (Golsby-Smith 2007: 18; Brock, 1985), to four with the current syllabi (BOS, 1999; 2005). SLIDE 7 HISTORY OF ENGLISH SYLLABI Up until the 1960s the majority focus of Western English syllabi, gravitated around of ‘bits’ base’ and Heritage’”. These Heritage’ ideas clustered around “‘skills ‘Cultural ‘Cultural based on Matthew Arnold’s didactic approach and a Leavisite/ Richards/ New ‘literature’, Critic aesthetic approach (Eagleton, 1983; Golsby-Smith 2007: 25-26). This basically means that the great texts represent the done and said’, and have a kind of civilizing effect on ‘best us, although it didn’t seem to work with the NAZIS. Also, Leavisite or critical’ ‘new approaches to text have a reader submitting themselves to the devices and artistry of a text, to become immersed in them. In NSW, this approach was supplemented (1971-1985) by New English’ years 7-10 ‘The (Brock 1985), out of Reader Response literary theory and Personal Growth theory (after Dixon 1975; Moffett 1968). The 1999 stage 6 (11-12) NSW English syllabi, added a fourth
ETA response. It tracks ideas of ‘literature’ and canonicity from existing NSW syllabi into the AEC, and the NSW draft. SLIDE 6 OLD & NEW I argue that the AEC constitutes a significant shift away from the current Critical Literacy/ what I am calling Emancipatory approaches, to what I ‘soft canonical’ approaches. Then we will look at some resources for accommodating this shift. Brief background to English curricula Historically it can be seen that the number of syllabus ‘perspectives’ has been accumulating since the early 20th century, roughly in NSW from two 1911-1971 (Golsby-Smith 2007: 18), three 1971- 1999 (Golsby-Smith 2007: 18; Brock, 1985), to four with the current syllabi (BOS, 1999; 2005). SLIDE 7 HISTORY OF ENGLISH SYLLABI Up until the 1960s the majority focus of Western English syllabi, gravitated around ‘bits’ of “‘skills base’ and ‘Cultural Heritage’”. These ‘Cultural Heritage’ ideas clustered around ‘literature’, based on Matthew Arnold’s didactic approach and a Leavisite/ Richards/ New Critic aesthetic approach (Eagleton, 1983; Golsby-Smith 2007: 25-26). This basically means that the great texts represent the ‘best done and said’, and have a kind of civilizing effect on us, although it didn’t seem to work with the NAZIS. Also, Leavisite or ‘new critical’ approaches to text have a reader submitting themselves to the devices and artistry of a text, to become immersed in them. In NSW, this approach was supplemented (1971-1985) by ‘The New English’ years 7-10 (Brock 1985), out of Reader Response literary theory and Personal Growth theory (after Dixon 1975; Moffett 1968). The 1999 stage 6 (11-12) NSW English syllabi, added a fourth
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