Too pale and stale: prescribed texts used for teaching culturally diverse students in Australia and England

dc.contributor.authorJogie, Melissa
dc.date.accessioned2015-12-13T22:16:30Z
dc.date.issued2015
dc.date.updated2015-12-11T07:26:30Z
dc.description.abstractHow 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.
dc.identifier.issn0305-4985
dc.identifier.urihttp://hdl.handle.net/1885/70892
dc.publisherCarfax Publishing, Taylor & Francis Group
dc.sourceOxford Review of Education
dc.titleToo pale and stale: prescribed texts used for teaching culturally diverse students in Australia and England
dc.typeJournal article
local.bibliographicCitation.issue3
local.bibliographicCitation.lastpage309
local.bibliographicCitation.startpage287
local.contributor.affiliationJogie, Melissa, College of Arts and Social Sciences, ANU
local.contributor.authoremailu4334064@anu.edu.au
local.contributor.authoruidJogie, Melissa, u4334064
local.description.embargo2037-12-31
local.description.notesImported from ARIES
local.identifier.absfor130302 - Comparative and Cross-Cultural Education
local.identifier.absfor130106 - Secondary Education
local.identifier.absfor130202 - Curriculum and Pedagogy Theory and Development
local.identifier.ariespublicationa383154xPUB2457
local.identifier.citationvolume41
local.identifier.doi10.1080/03054985.2015.1009826
local.identifier.scopusID2-s2.0-84929833952
local.identifier.uidSubmittedBya383154
local.type.statusPublished Version

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