Beginning Again: A Response to Rosen and Christie

Autor/inn/en	Doecke, Brenton; Breen, Lisa
Titel	Beginning Again: A Response to Rosen and Christie
Quelle	In: Changing English: Studies in Culture and Education, 20 (2013) 3, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2013.816531
Schlagwörter	Literary Genres; English Instruction; Literary Criticism; Secondary School Teachers; Teaching Methods; Teacher Attitudes; Writing (Composition); English Teachers; Student Diversity; Observation; Diaries; Professional Identity; Foreign Countries; Pedagogical Content Knowledge; Case Studies; Writing Instruction; Secondary School Students; Self Concept; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Literarische Form; English langauage lessons; Englischunterricht; Literaturkritik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schreibübung; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Beobachtung; Diary; Tagebuch; Ausland; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Schreibunterricht; Sekundarschüler; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	Genre theory has been around for a long time now. The exchange between Michael Rosen and Frances Christie recently featured in "Changing English" is the latest in a series of exchanges between advocates of genre and their critics over the past three decades or so. Our aim in this response-essay is not to weigh up the merits of the cases made by Rosen and Christie. Rather, we want to think about how individual teachers might confront the hegemony of genre theory and the harmful effects we believe it is having on language education. Our starting point is Lisa's own professional practice, as she enacts it from day to day at a state secondary school in the south-eastern suburbs of Melbourne, one of the most ethnically diverse regions in Australia. We draw on Lisa's journal to construct a sense of the time and place, as well as samples of students' writing that she gathered in the course of a year with her Year 7 class, in order to gain a better understanding of her work as an English teacher. How does this material compare with "all the genre work done over some 25-30 years" by the genre theorists? What "knowledge" will she be able to construct on the basis of the classroom observations that she made over that time? What should we make of the fact that her world is not the same as the world as genre theorists conceive it? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01