What counts? Inclusion and diversity in the senior English curriculum
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Author
Bliss, L; Bacalja, ADate
2020-03-14Source Title
The Australian Educational ResearcherPublisher
Springer VerlagAffiliation
Melbourne Graduate School of EducationSchool of Culture and Communication
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Journal ArticleCitations
Bliss, L. & Bacalja, A. (2020). What counts? Inclusion and diversity in the senior English curriculum. The Australian Educational Researcher, https://doi.org/10.1007/s13384-020-00384-x.Access Status
This item is embargoed and will be available on 2021-03-14Abstract
This paper reports findings from a research project investigating text lists in the Senior Victorian English curriculum between 2010 and 2019. Policy documents emphasise the need for the English curriculum to foster values of inclusivity and diversity of culture and for texts that reflect these values in constructive and affirmative senses. In order to test the extent to which text lists associated with subject English address these ambitions, a content analysis of three hundred and sixty texts was conducted, guided by the question: to what extent do the VCE English text lists between 2010 and 2019 meet policy objectives? Focusing on findings related to text type, story setting, sex/sexuality and Indigenous themes, we found that while some goals of policy documents were met, the lists show significant shortfalls in meeting objectives for Asia-literacy, literature by Indigenous Australians and diversity in text type, especially in the marked lack of digital and non-traditional texts.
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