ABSTRACT

In this narrative inquiry, the author dramatises the tensions and discoveries that emerged in a literature course for pre-service and in-service teachers in an English education graduate programme. The students’ resistance to the instructor’s choice of Mary Shelley’s Frankenstein as a central text led to reflection on responsible and responsive approaches for managing the inclusion or excision of canonical texts by white authors in the syllabi of literature courses designed for secondary English teachers as well as within the secondary English curriculum. The author also explores the tension between a belief in an open, democratic learning environment and the authority structures that reinforce the power of the teacher or teacher educator.

摘要

在这个叙事探究中，作者戏剧化了英语教育研究生课程中职前和在职教师文学课程中出现的紧张局势和发现。学生对教师选择玛丽·雪莱的《科学怪人》作为中心文本的抵制引发了对负责和响应式方法的思考，以管理白人作者在为中学英语教师设计的文学课程大纲中包含或删除规范文本以及在中学英语课程中。作者还探讨了对开放、民主学习环境的信念与强化教师或教师教育者权力的权威结构之间的紧张关系。