ABSTRACT

This paper explores the continued cultural consecration of narrow forms of knowledge and literate practice in senior Australian English curricula. Despite the prevalence of Personal Growth approaches to English throughout Australia in the latter decades of the Twentieth century, the analysis of curricula reveals a contradiction between stated goals of access and relevance and the impact they have on producing a hierarchical English curriculum. Bourdieu’s work on fields of cultural production is employed to analyse the processes and power structures that define and explain how knowledge becomes available for study. The second part of this paper inquires into the range of discourses, practices and texts associated with ‘youth literacies’, those fluid, hybrid, diverse, and multiple ways that young people engage in the world using a wide array of digital, multimodal media, and how these might challenge consecrated forms of knowledge and knowing.

摘要

本文探讨了高级英语课程中狭义知识和识字实践的持续文化奉献。尽管在20世纪后半叶整个澳大利亚都普遍采用个人成长方法来学习英语，但是对课程的分析显示，既定的获取和相关目标与他们对编制分级英语课程的影响之间存在矛盾。布迪厄在文化生产领域的工作被用来分析过程和权力结构，这些过程和权力结构定义和解释了知识如何可供研究。本文的第二部分探究了与“青年文学”有关的各种论述，实践和文本，这些内容包括流动性，混合性，多样性，