ABSTRACT

Despite ongoing attempts to disrupt the white cis-hetero-masculine nature of the literary canon the secondary school English curriculum remains tethered to its lineage. In conversation with feminist new materialist scholars who argue that the stories we read and write have material affects on who we are becoming, this paper argues that in order to mobilise change in the secondary years of schooling, interventions into the canon must move beyond (re)forming text lists or providing teachers with readymade pedagogical resources. Drawing on the Australian context, the authors outline some of the contemporary challenges teachers face in diversifying and decolonising the curriculum. Drawing on their Literary Linking Methodology the authors discuss a pilot project that seeks to unsettle the canon by supporting teachers to undertake extended immersion with both contemporary literary texts and archival research. Accordingly, this paper contributes to understandings of the tensions and challenges teachers face in introducing contemporary Australian texts into the curriculum and offers insights into the ways in which professional learning might be (re)imagined so that English teachers might draw on available cultural resources as researchers and literary knowledge producers in the twenty-first century.

摘要

尽管不断试图破坏文学经典的白人顺式异性男性化性质，中学英语课程仍然受制于其血统。在与女权主义新唯物主义学者交谈时，他们认为我们阅读和写作的故事对我们正在成为什么样的人有实质性影响，本文认为，为了在中学阶段推动变革，对经典的干预必须超越（重新) 形成文本列表或为教师提供现成的教学资源。作者借鉴澳大利亚的背景，概述了教师在课程多样化和非殖民化方面面临的一些当代挑战。作者利用他们的文学链接方法讨论了一个试点项目，该项目旨在通过支持教师对当代文学文本和档案研究进行更长时间的沉浸，从而打破正典。因此，本文有助于理解教师在将当代澳大利亚文本引入课程时所面临的紧张和挑战，并提供对专业学习可能（重新）想象的方式的见解，以便英语教师可以利用可用的文化资源作为研究人员和二十一世纪的文学知识生产者。