Too Pale and Stale: Prescribed Texts Used for Teaching Culturally Diverse Students in Australia and England

Autor/in	Jogie, Melissa Reshma
Titel	Too Pale and Stale: Prescribed Texts Used for Teaching Culturally Diverse Students in Australia and England
Quelle	In: Oxford Review of Education, 41 (2015) 3, S.287-309 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2015.1009826
Schlagwörter	Foreign Countries; Student Diversity; Cultural Pluralism; Teaching Methods; Cultural Background; Race; Social Class; Gender Differences; Reading Material Selection; English Instruction; Comparative Analysis; English Literature; Interviews; Teacher Attitudes; English Teachers; Boards of Education; Administrator Attitudes; Secondary School Teachers; Self Concept; Literary Genres; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechterkonflikt; English langauage lessons; Englischunterricht; Englische literatur; Interviewing; Interviewtechnik; Lehrerverhalten; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausschuss; Selbstkonzept; Literarische Form; Australien
Abstract	How are English texts selected to teach students from culturally diverse backgrounds in Australia and England? The English curricula in both countries aim for students to read and interpret meanings through texts, while learning about their culture, and that of cultural others. However, the current list of prescribed texts in both curricula are dated and are not frequently changed, nor are new culturally diverse and contemporary texts easily added to reading lists. This makes some curriculum aims difficult to achieve if students are disengaged or do not relate to the content or themes in the prescribed texts. This article proposes that a post-colonial theoretical approach be considered when selecting texts to teach contemporary students from diverse cultural backgrounds. A post-colonial approach does not mean selecting post-colonial texts, or texts that address post-colonial themes, but is rather a method of selecting and comparing literature of any genre that engages with historical and contemporary issues, with particular focus on race, social class and gender. A post-colonial approach would mean that culturally diverse students may better engage with discussions of contemporary issues using a wider range of texts in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01