Too pale and stale: prescribed texts used for teaching culturally diverse students in Australia and England
Date
2015
Authors
Jogie, Melissa
Journal Title
Journal ISSN
Volume Title
Publisher
Carfax Publishing, Taylor & Francis Group
Abstract
How are English texts selected to teach students from culturally diverse backgrounds in Australia and England? The English curricula in both countries aim for students to read and interpret meanings through texts, while learning about their culture, and that of cultural others. However, the current list of prescribed texts in both curricula are dated and are not frequently changed, nor are new culturally diverse and contemporary texts easily added to reading lists. This makes some curriculum aims difficult to achieve if students are disengaged or do not relate to the content or themes in the prescribed texts. This article proposes that a post-colonial theoretical approach be considered when selecting texts to teach contemporary students from diverse cultural backgrounds. A post-colonial approach does not mean selecting post-colonial texts, or texts that address post-colonial themes, but is rather a method of selecting and comparing literature of any genre that engages with historical and contemporary issues, with particular focus on race, social class and gender. A post-colonial approach would mean that culturally diverse students may better engage with discussions of contemporary issues using a wider range of texts in classrooms.
Description
Keywords
Citation
Collections
Source
Oxford Review of Education
Type
Journal article
Book Title
Entity type
Access Statement
License Rights
Restricted until
2037-12-31
Downloads
File
Description