Where Are the Students? A Close Reading of Priorities and Silences in Scholarly and Public Debates on VCE English (1990-2021)

Autor/inn/en	Horton, Allayne; McLean Davies, Larissa
Titel	Where Are the Students? A Close Reading of Priorities and Silences in Scholarly and Public Debates on VCE English (1990-2021)
Quelle	In: Australian Educational Researcher, 50 (2023) 4, S.1253-1268 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Horton, Allayne) ORCID (McLean Davies, Larissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00543-2
Schlagwörter	Foreign Countries; English Instruction; Secondary School Students; Educational Research; Student Experience; Secondary School Curriculum; English Curriculum; Australia + Suchen Sie Ihr Suchwort? Ausland; English langauage lessons; Englischunterricht; Sekundarschüler; Bildungsforschung; Pädagogische Forschung; Studienerfahrung; Australien
Abstract	Debates about subject English in Australia are often conducted through the senior years curriculum. In light of the anticipated interest in the new Victorian Certificate of Education (VCE) English study design released in 2022 to be implemented in 2023, this paper outlines the current state of research on the VCE English subject by mapping areas of interest, types of evidence and gaps in research. The authors utilise a hybrid approach of narrative scoping review to identify methodological and thematic trends in the scholarly literature, and intersecting professional and media discourse on VCE English from 1990 to 2021. Finding that the student experience and the enacted curriculum have been largely elided, the paper identifies fresh lines of inquiry into VCE English and advocates for new discussions around scholarly interest and approaches to senior secondary English in Australia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01