'Ways of seeing': the positioning of the visual in subject English curricula, 2000 - 2017
AuthorReid, Catherine Frances
AffiliationMelbourne Graduate School of Education
Access StatusOpen Access
© 2018 Dr. Catherine Frances Reid
The proliferation of visual texts in the lives of young people since the turn of the twenty-first century has created new opportunities and demands for curriculum developers. Since 2000, subject English curricula in Australia have acknowledged the importance of students’ engagement with visual texts, yet systematic approaches to the positioning of viewing and the visual in curriculum documents are not always evident. With the inclusion of less traditional texts such as graphic novels in the senior English text lists in recent years (Victorian Curriculum and Assessment Authority, 2014), the explicit addressing of the visual from the early to the final years of compulsory schooling has become crucial. This thesis presents analyses of four mandated curriculum iterations in the Australian state of Victoria from 2000 to 2017 focusing on the positioning of the visual in subject English. In revealing these positionings, some of the understandings about what subject English in the twenty-first century is, and should do, are interrogated. Aspects of Gee’s Building Tasks of Language (2010, 2011, 2014) have been drawn on to frame this analysis. Theoretical frameworks linked to subject English and literacy pedagogy have also been used to identify and analyse the positioning of the visual in subject English, and in turn, to posit aspects of what constitutes ‘English’ in the selected curricula.
Keywordscurriculum; pedagogy; language and literacy education
- Click on "Export Reference in RIS Format" and choose "open with... Endnote".
- Click on "Export Reference in RIS Format". Login to Refworks, go to References => Import References