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    What counts? Inclusion and diversity in the senior English curriculum

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    Author
    Bliss, L; Bacalja, A
    Date
    2020-03-14
    Source Title
    The Australian Educational Researcher
    Publisher
    Springer Verlag
    University of Melbourne Author/s
    Bacalja, Alexander; Bliss, Lauren
    Affiliation
    Melbourne Graduate School of Education
    School of Culture and Communication
    Metadata
    Show full item record
    Document Type
    Journal Article
    Citations
    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 2021-03-14
    URI
    http://hdl.handle.net/11343/254625
    DOI
    10.1007/s13384-020-00384-x
    Abstract
    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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