Lucy Buzacott
Biographic Data
| ID | 764666 |
|---|---|
| NAME | Lucy Buzacott |
| GIVEN NAMES | Lucy |
| FAMILY NAME | Buzacott |
| SIGNATURE | BUZACOTT L |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-1023-6813 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Critical considerations of the challenges of teaching national literatures in Australia in the 21st century
Disrupting intertextual power networks
This paper thinks with the concept of intertextuality to consider the multiple intersecting power structures inside and outside of literary education in secondary schools that continue to dominate text selection policies and teaching practices. We draw on our research with in-service teachers to reconsider how intertextual networks circulate on multiple levels: textual, social, cultural, and institutional. Although the concept of intertextuality …
Teacher-researchers
Despite ongoing attempts to disrupt the white cis-hetero-masculine nature of the literary canon the secondary school English curriculum remains tethered to its lineage. In conversation with feminist new materialist scholars who argue that the stories we read and write have material affects on who we are becoming, this paper argues that in order to mobilise change in the secondary years of schooling, interventions into the canon must move beyond (…
History, Fiction, Autobiography
This essay considers issues of history and memory, and autobiography and fiction in William Faulkner’s ‘Mississippi’ and considers Faulkner’s position as a writer and historian of the South. It interrogates the moments in which Faulkner’s representation of his family, his history and his memory slips between the personal and the historical or collective. It further argues that Faulkner’s experience of memory and race as a white Southerner complic…
Disrupting intertextual power networks
This paper thinks with the concept of intertextuality to consider the multiple intersecting power structures inside and outside of literary education in secondary schools that continue to dominate text selection policies and teaching practices. We draw on our research with in-service teachers to reconsider how intertextual networks circulate on multiple levels: textual, social, cultural, and institutional. Although the concept of intertextuality …
Teacher-researchers
Despite ongoing attempts to disrupt the white cis-hetero-masculine nature of the literary canon the secondary school English curriculum remains tethered to its lineage. In conversation with feminist new materialist scholars who argue that the stories we read and write have material affects on who we are becoming, this paper argues that in order to mobilise change in the secondary years of schooling, interventions into the canon must move beyond (…
History, Fiction, Autobiography
This essay considers issues of history and memory, and autobiography and fiction in William Faulkner’s ‘Mississippi’ and considers Faulkner’s position as a writer and historian of the South. It interrogates the moments in which Faulkner’s representation of his family, his history and his memory slips between the personal and the historical or collective. It further argues that Faulkner’s experience of memory and race as a white Southerner complic…
Teacher-researchers
Despite ongoing attempts to disrupt the white cis-hetero-masculine nature of the literary canon the secondary school English curriculum remains tethered to its lineage. In conversation with feminist new materialist scholars who argue that the stories we read and write have material affects on who we are becoming, this paper argues that in order to mobilise change in the secondary years of schooling, interventions into the canon must move beyond (…
Critical considerations of the challenges of teaching national literatures in Australia in the 21st century
Disrupting intertextual power networks
This paper thinks with the concept of intertextuality to consider the multiple intersecting power structures inside and outside of literary education in secondary schools that continue to dominate text selection policies and teaching practices. We draw on our research with in-service teachers to reconsider how intertextual networks circulate on multiple levels: textual, social, cultural, and institutional. Although the concept of intertextuality …
Aesthetics (3 works) · Art (3 works) · Literacy, Media, and Education (3 works) · Literature (3 works) · Sociology (3 works) · History (2 works) · History (2 works) · Pedagogy (2 works) · Philosophy (2 works) · Politics (2 works)