(K)now you see it, (k)now you don't. Literary knowledge in the Australian Curriculum: English.

Autor/inn/en	McLean Davies, Larissa; Sawyer, Wayne
Titel	(K)now you see it, (k)now you don't. Literary knowledge in the Australian Curriculum: English.
Quelle	In: Journal of curriculum studies, 50 (2018) 6, S. 836-849Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1499807
Schlagwörter	Wissen; Curriculum; Sprache; Englischunterricht; Schreib- und Lesefähigkeit; Australien
Abstract	Australia has recently moved from having curricula developed within individual states to national curricula, including in English. This move in Australia has coincided with debate over Michael Young's call for 'bringing knowledge back in'. English has historically been epistemologically unstable with an ever-contestable knowledge base, and this is especially true of literary knowledge. The Australian Curriculum: English was nevertheless framed in early consultation papers as focused primarily on knowledge-a focus reflected in the main organizing elements moving from the 'traditional' language mode organizers 'reading', 'writing',' listening', 'speaking', etc., to the organizers 'Language', 'Literature' and 'Literacy'. Here we investigate the specific uses of the words 'knowledge' and related terms such as 'know' and 'knowing' as one kind of analysis of how knowledge plays out in the Curriculum. We show that as the Curriculum itself developed, the constituent elements of the phrase 'knowledge, understanding and skills' came to align specifically to the constituent elements of the organizers 'Language', 'Literature' and 'Literacy', to the point where the term 'knowledge' came to be attached almost exclusively to 'Language', and then mainly in the Years Foundation-Year 6. This 'Language knowledge' then became continually positioned as underlying the 'skills' of 'Literacy', so that Literature is seen to be almost arbitrary to the fundamental imperatives of the Curriculum-a means through which the cultural intentions of the Curriculum might be serviced.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2019/2