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Desperate shadows of 'Belonging': Revealing pedagogical issues with teaching prescribed English texts in the NSW Higher School Certificate (HSC)

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dc.contributor.authorJogie, Melissa
dc.date.accessioned2015-12-08T22:21:49Z
dc.date.issued2015
dc.date.updated2015-12-08T08:38:38Z
dc.description.abstractAs New South Wales (NSW) bids farewell to the 2009–2014 Area of Study concept ‘Belonging’, this article summarises some critical reflections from English teachers on the main pedagogical issues encountered when using prescribed texts to teach ‘Bel
dc.identifier.issn0311-6999
dc.identifier.urihttp://hdl.handle.net/1885/32288
dc.publisherAustralian Association for Research in Education
dc.sourceAustralian Educational Research
dc.titleDesperate shadows of 'Belonging': Revealing pedagogical issues with teaching prescribed English texts in the NSW Higher School Certificate (HSC)
dc.typeJournal article
local.bibliographicCitation.issue3
local.bibliographicCitation.lastpage352
local.bibliographicCitation.startpage335
local.contributor.affiliationJogie, Melissa, College of Arts and Social Sciences, ANU
local.contributor.authoruidJogie, Melissa, u4334064
local.description.embargo2037-12-31
local.description.notesImported from ARIES
local.identifier.absfor130202 - Curriculum and Pedagogy Theory and Development
local.identifier.absfor130204 - English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
local.identifier.absseo930201 - Pedagogy
local.identifier.absseo930302 - Syllabus and Curriculum Development
local.identifier.ariespublicationU5511365xPUB90
local.identifier.citationvolume42
local.identifier.doi10.1007/s13384-014-0166-8
local.identifier.scopusID2-s2.0-84929997069
local.type.statusPublished Version

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