Learning log p. 6 Quick Write and reflections from attached articles
Reading 1.3 AATE Statements of Belief
We respect the enduring values and traditions of Australia's cultural heritage.
In English, students learn to appreciate the values and traditions which are part of this nation's cultural heritage. Students identify and evaluate these values and traditions as central elements of the context in which texts are created, read and viewed.
Hearkens to the theoretical underpinnings of cultural heritage and the Western European tradition, and the literary heritage of the said tradition. It does acknowledge critical thinking and importance of cultural diversity.
The values of a 'fair go' which is now also entrenched within the values and traditions of Australia, and I wonder if it still has the same connotations and the same influence today compared to when I grew up as a child in the 1950's. Strange that this has been included as the first central belief. Has it been given any particular significance because of its place as #1? Why?
See David Homer's comment Reading 1.4 how cultural concern is now “something to again be firmly asserted” as evident by the inclusion of #1 and a somewhat 'politically strategic move'. Homer feels that such self evident beliefs have always been embedded in English, and to see it included, he feels has been as 'a response to a particular political situation'.
We believe students come to understand themselves and their world through engagement with a range of cultures and the ways these cultures represent human experience.
The human condition has been a central historical concern of English. The development of self-understanding and a better understanding of others are key aims of the English curriculum.
Keyword 'range of cultures' is important. Indicates a move away from cultural heritage (while not excluding it). Linking to a sociocultural approach with a focus on the multicultural nature of Australia. Better understanding of ourselves and others by looking at different representations of ethnicity, culture, class, gender, language, sexuality and socio-economic status. Includes multimodal texts in addition to class and popular texts, fiction and non-fiction. Personal growth model inferred with reference to recognition that texts provide pleasure along with other purposes.
Anne McGuire in the attached reading clearly deconstructs the statement, by leading us step by step to explore how we really need to look closely at how words within the profession of English teaching (and really throughout society and cultures) as their definitions and associations have undergone substantial transformations over time. As she notes – we need to share with our students “our awareness that language is not static but constantly transformed and transformative in relation to broader contexts.” (McQuire, 26). She delves deeply into the keywords of the Statement 2: culture/s - range of cultures – engagement - representation
“This broadened focus questions the concept of a single cultural heritage, and can provide students with key understandings that allow them to read across and within cultures – to analyse how and why some bodies of texts might be valued as canonical within a culture, or why popular media texts which are not valued in the same way still have powerful effects within cultures. In actively engaging with cultures thus broadly defined, students indeed come ‘to understand themselves and their world’. Students’ engagement with a wide range of meaning-making processes help them to understand their own shared maps of meaning as part of a broader context, and to be self-reflexive in relation to their own cultural values and judgments. Thus the key words of this statement have complex meanings that are both a product of, and a key to understanding, today’s world.”
We value the power of the imagination and literary expression to provide pleasure and enrich life.
The study of literature provides opportunities for various experience of other lives, places and times; greater understanding of the human condition; and increased appreciation of artistry in the use of language.
Personal growth model – importance of literature, and reading for pleasure
Sociocultural approach – language and text shapes cultural and personal identity
Critical thinking – language used for critical purposes
Wendy Morgan – article: The Literary Work or the work we do with literary texts?
Morgan sees the dominance of traditional humanism in this statement. She also remarks how she “see[s] signs of a struggle between older and newer views of the nature and purposes of literature and the work of readers.”
She reminds us to remember that there are always implications within what we read, that any text or discourse will necessarily include certain assumptions that it takes for granted or expects us to. That we need to bring 'ethical and political critique into consideration' even when reading this document.
Morgan notes how the statement has 2 parts:”It identifies what the study of literature offers; and it states the benefits to students of this study” and continues to say “At the outset, I’m struck by a romanticising and valorising of the imagination”. I do agree that it is a value laden statement. For Morgan, for imagination and literary expression to provide only pleasure is perhaps simplistic...that there are texts where 'pleasure' is not brought into play in the reading. 'Pleasure' therefore does not allow for the power of engagement where the reader is provoked, and other emotions, stronger emotions, are brought into play. I remember reading several books where I really was loathe to continue reading, although I could not put down the book. The fable of 'The Boy in the Striped Pyjamas' is one such book.
Morgan also comments on the introduction in the elaboration of the word 'texts' which “allows for a wider array of modes and genres, that accommodates the popular as comfortably as it does the high-cultural, literary text, that moves between fiction and non-fiction, between texts created by those who are on the margins and not just those who lay claim to the centres of society and culture.” which brings in to play the more recent views of what constitutes the nature of literature and the reader.
We are committed to developing powerfully literate citizens who are able to effectively participate and realise their goals and aspirations in the 21st century.
Effective language use lies at the heart of active participation in individual and community life. English teachers draw from a rich repertoire of teaching strategies, which acknowledge and extend the experiences of the young people they teach.
Importance of structure and context of language and how it is used in multiple communicative situations in order to be literate in today's society. Language conventions – of home, the school, work place. Also acknowledges “rich diversity of language backgrounds”. What does it mean to be 'powerfully literate' as opposed to 'literate'? What are those literacy skills that will allow us to effectively participate in society today, ie. In the 21st century?
Wayne Sawyer addresses these questions and Statement 4 in his article The Powerfully Literate Citizen.
Sawyer commences defining literacy and how we have seen a broadening of the term 'literacy' to become more multi-faceted, and with that the inclusion of different sets of demands. We now need to “be able to write and speak and create texts in a variety of media confidently and competently – and to respond to the texts of others in the same way – before their uses of those texts can become ‘powerful’. “
It appears to me that Sawyer's reflections while pertinent to this particular statement also spiral to address other Statements, namely #1 and #2. As he states:
“ Teachers of English respect the cultural heritage offered by the Western canon, but at the same time recognise that the question of cultural heritage is not a simple one in multicultural Australia – respect for the plurality of heritages being a necessary concomitant to respect for the Western cultural heritage. ... Powerfully literate citizens have knowledge of the works of their heritage and the heritages of others, and realise that plural approaches to, and shifting interpretations of, these texts are in themselves marks of respect for, and necessary to having ‘power’ over those texts.
This article is one that I think I will return to again to reflect upon more.
We use research and evidence to inform practice and improve the learning of students.
Quality educational research is rigorous and evidence based. Effective teaching combines strong research and theory and helps improve student learning....
Importance of understanding current educational theory in order to improve teaching and therefore student learning.
We are committed to ongoing professional learning especially through active participation in a range of professional communities.
As included within statement “Ongoing professional growth and development are critically important...” including importance of standards, of innovative practice. Teachers have “primary responsibility for their own professional learning”.
I read the attached article by Terry Hayes and what struck me as significant is that although we usually consider individual teachers as 'making a difference', teaching is essential a 'collegial' and 'collaborative' profession. To be successful teachers is to recognise that we need our teaching colleagues to learn with and from one another. It is important that teachers see themselves as a community – not only within their school, but physically and virtually across national/international and regional boundaries. I personally feel this has contributed to my own professional development as a Teacher Librarian over my teaching career, from local networking with other librarians in my school area to virtual communication with other TL's from across international schools in different countries. Colleagues, who I have 'physically' never met, yet have communicated and exchanged ideas, and developed professional and personal connections with.
