Wayne Sawyer
Biographic Data
| ID | 4499532 |
|---|---|
| NAME | Wayne Sawyer |
| GIVEN NAMES | Wayne |
| FAMILY NAME | Sawyer |
| SIGNATURE | SAWYER W |
| AFFILIATIONS | Western Sydney University |
| ORCID | 0000-0002-5757-7551 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The profession(al) in professional learning
This article issues from the 2024 Radford Lecture to AARE. It summarises the story of a large-scale professional learning program in New South Wales, Australia, as way in to discussing a number of aspects of professional learning. An outline of the program is followed by participating teachers’ commentary, the thrust of which suggests one potential epistemological framework for professional learning in the notion of ‘reconsideration of the famili…
Representing science: An own goal
In the 2023 Scott Report, Strong Beginnings , the Teacher Education Expert Panel (TEEP) in Australia made a series of recommendations which effectively echoed recent ‘reform’ in England on pre-service teacher education. Based on Australia’s ongoing version of ‘PISA panic’, the Report pointed to its findings as being based on research provided by the Australian Education Research Organisation (AERO). In its Priority Reform 1 on Initial Teacher Edu…
Future memories: A brief history of the International Association for the Improvement of Mother Tongue Education (Iaimte) and its successor, the International Association for Research in L1 Education …
This paper outlines the history of The International Association for the Improvement of Mother Tongue Education [IAIMTE] and the International Association for Research in L1 Education [ARLE]. Delegates at a 1993 conference at UEA recognised how important research was to generate evidence about the teaching and learning of all first languages, and to disseminate knowledge and good practice. Over the first decade of the 21st century, IAIMTE ran sev…
Dividing practices: Senior English and social inequality in New South Wales
The role and significance of schooling in maintaining and renewing social disadvantage is particularly evident in upper secondary education, and especially so in the high-stakes final examination at the end of Year 12. This paper focusses on Senior English in this context, with specific regard to the Australian state of New South Wales. Building on a recent study of the outcomes of the Higher School Certificate (HSC) in 2017, it analyses what the…
Literary Knowing and the Making of English Teachers: The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities
What Do We Want Students to Know from Being Taught a Poem
This paper uses a Gwen Harwood poem to open up questions of “knowing” around the teaching of Literature. Following our own brief reading of the poem, we particularly discuss ways in which questions of knowing/knowledge have been considered in Literature teaching historically, such as: - the binary of “knowledge” and “experience” - the role of the cognitive in teaching/studying Literature - forms of knowing that include the aesthetic and affect - …
Reading in the (post)digital age: Large databases and the future of literature in secondary English classrooms
While “born digital” artefacts such as video games and e-books have been part of secondary school English in Anglophone countries for over two decades, databases of mass-digitised (hence “re-mediated”) literary texts are yet to have a significant presence in, or influence on, literary work in subject English. The authors contend that engagement with these digitised texts requires a postdigital “literary literacy”. They explore how “distant readin…
The Future of English Teaching Worldwide: Celebrating 50 Years From the Dartmouth Conference
Future of English Teaching Worldwide: Celebrating 50 Years from the Dartmouth Conference
The Grammar of Memory
This essay focuses on two sites of memory in my professional life. One is from my very early years of teaching, the second from about 10 years later. Each is centred on a moment of controversy in English curriculum in New South Wales, Australia, and each is to do with the teaching of writing and the supposed neglect of language study, including grammar. In each case, the ‘Growth’ model or its manifestation in a particular Syllabus developed and i…
A genealogy of the ‘future’: Antipodean trajectories and travels of the ‘21 st century learner’
In this paper, from the particular positioning of educational researchers working in Australia, we unpack the figure of the ‘21st century learner’ from both broad and specific perspectives. The paper begins with a policy genealogy that traces this figure through networks of documents, events and bodies that transcend borders and hemispheres. We suggest that although there appear to be multiple origins for current Australian policies on educationa…
Structuring the New English in Australia: James Moffett and English Teaching in New South Wales
James Moffett's influence in Australia is shown here manifested in a particular Syllabus for Years 7–10 from the 1970s. Moffett is discussed in terms of the totalising nature of the theory presented in Teaching the Universe of Discourse and it is argued that not only the details of Moffett's theory, but also its totalising nature were both reflected in that Syllabus. This approach to curriculum is briefly contrasted with the current draft Nationa…
Re‐reading James Moffett
English Teaching in New South Wales since 1971: Versions of Growth
This article presents the case of the state of New South Wales (NSW) since the 1970s, as a particular account of English in Australia. I set out to address the question, ‘How has English, in partic
Mobility and Highly Effective Teachers: Re-visiting Beliefs about 'Over-stayers
Effective teaching in the context of a grade 12 high‐stakes external examination in New South Wales, Australia
This study identified effective teachers of high‐achieving Grade 12 students in New South Wales, Australia. Nineteen teachers, across a variety of curriculum areas, were observed teaching and then interviewed. A further six teachers were interviewed only. Despite the high‐stakes end‐of‐schooling examination, generating interest in and understanding of the subject was their paramount concern. A key common factor was an emphasis on having students …
A genealogy of the ‘future’: Antipodean trajectories and travels of the ‘21 st century learner’
In this paper, from the particular positioning of educational researchers working in Australia, we unpack the figure of the ‘21st century learner’ from both broad and specific perspectives. The paper begins with a policy genealogy that traces this figure through networks of documents, events and bodies that transcend borders and hemispheres. We suggest that although there appear to be multiple origins for current Australian policies on educationa…
Mobility and Highly Effective Teachers: Re-visiting Beliefs about 'Over-stayers
Effective teaching in the context of a grade 12 high‐stakes external examination in New South Wales, Australia
This study identified effective teachers of high‐achieving Grade 12 students in New South Wales, Australia. Nineteen teachers, across a variety of curriculum areas, were observed teaching and then interviewed. A further six teachers were interviewed only. Despite the high‐stakes end‐of‐schooling examination, generating interest in and understanding of the subject was their paramount concern. A key common factor was an emphasis on having students …
English Teaching in New South Wales since 1971: Versions of Growth
This article presents the case of the state of New South Wales (NSW) since the 1970s, as a particular account of English in Australia. I set out to address the question, ‘How has English, in partic
Structuring the New English in Australia: James Moffett and English Teaching in New South Wales
James Moffett's influence in Australia is shown here manifested in a particular Syllabus for Years 7–10 from the 1970s. Moffett is discussed in terms of the totalising nature of the theory presented in Teaching the Universe of Discourse and it is argued that not only the details of Moffett's theory, but also its totalising nature were both reflected in that Syllabus. This approach to curriculum is briefly contrasted with the current draft Nationa…
Re‐reading James Moffett
A genealogy of the ‘future’: Antipodean trajectories and travels of the ‘21 st century learner’
In this paper, from the particular positioning of educational researchers working in Australia, we unpack the figure of the ‘21st century learner’ from both broad and specific perspectives. The paper begins with a policy genealogy that traces this figure through networks of documents, events and bodies that transcend borders and hemispheres. We suggest that although there appear to be multiple origins for current Australian policies on educationa…
The Grammar of Memory
This essay focuses on two sites of memory in my professional life. One is from my very early years of teaching, the second from about 10 years later. Each is centred on a moment of controversy in English curriculum in New South Wales, Australia, and each is to do with the teaching of writing and the supposed neglect of language study, including grammar. In each case, the ‘Growth’ model or its manifestation in a particular Syllabus developed and i…
The Future of English Teaching Worldwide: Celebrating 50 Years From the Dartmouth Conference
Future of English Teaching Worldwide: Celebrating 50 Years from the Dartmouth Conference
Reading in the (post)digital age: Large databases and the future of literature in secondary English classrooms
While “born digital” artefacts such as video games and e-books have been part of secondary school English in Anglophone countries for over two decades, databases of mass-digitised (hence “re-mediated”) literary texts are yet to have a significant presence in, or influence on, literary work in subject English. The authors contend that engagement with these digitised texts requires a postdigital “literary literacy”. They explore how “distant readin…
What Do We Want Students to Know from Being Taught a Poem
This paper uses a Gwen Harwood poem to open up questions of “knowing” around the teaching of Literature. Following our own brief reading of the poem, we particularly discuss ways in which questions of knowing/knowledge have been considered in Literature teaching historically, such as: - the binary of “knowledge” and “experience” - the role of the cognitive in teaching/studying Literature - forms of knowing that include the aesthetic and affect - …
Literary Knowing and the Making of English Teachers: The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities
Dividing practices: Senior English and social inequality in New South Wales
The role and significance of schooling in maintaining and renewing social disadvantage is particularly evident in upper secondary education, and especially so in the high-stakes final examination at the end of Year 12. This paper focusses on Senior English in this context, with specific regard to the Australian state of New South Wales. Building on a recent study of the outcomes of the Higher School Certificate (HSC) in 2017, it analyses what the…
Future memories: A brief history of the International Association for the Improvement of Mother Tongue Education (Iaimte) and its successor, the International Association for Research in L1 Education …
This paper outlines the history of The International Association for the Improvement of Mother Tongue Education [IAIMTE] and the International Association for Research in L1 Education [ARLE]. Delegates at a 1993 conference at UEA recognised how important research was to generate evidence about the teaching and learning of all first languages, and to disseminate knowledge and good practice. Over the first decade of the 21st century, IAIMTE ran sev…
The profession(al) in professional learning
This article issues from the 2024 Radford Lecture to AARE. It summarises the story of a large-scale professional learning program in New South Wales, Australia, as way in to discussing a number of aspects of professional learning. An outline of the program is followed by participating teachers’ commentary, the thrust of which suggests one potential epistemological framework for professional learning in the notion of ‘reconsideration of the famili…
Representing science: An own goal
In the 2023 Scott Report, Strong Beginnings , the Teacher Education Expert Panel (TEEP) in Australia made a series of recommendations which effectively echoed recent ‘reform’ in England on pre-service teacher education. Based on Australia’s ongoing version of ‘PISA panic’, the Report pointed to its findings as being based on research provided by the Australian Education Research Organisation (AERO). In its Priority Reform 1 on Initial Teacher Edu…
Psychology (11 works) · Pedagogy (9 works) · Sociology (9 works) · Computer Science (7 works) · Linguistics (7 works) · Philosophy (6 works) · Mathematics education (5 works) · Second Language Learning and Teaching (5 works) · Curriculum (4 works) · Geography (4 works)