Reading climate
Subject English beyond the colonial
Dados Bibliográficos
| ID | 2920549 |
|---|---|
| Autores | Clare Archer-Lean (0000-0002-3477-6822, University of the Sunshine Coast, autor correspondente), Sarah R Phillips (0000-0002-8674-307X, The University of Melbourne), E Truman (0000-0002-1466-8859, The University of Melbourne), Larissa Mclean Davies (0000-0002-6963-2474, The University of Melbourne) |
| Ano | 2025 |
| Volume | 46 |
| Fascículo | 2 |
| Páginas | 206-222 |
| Data de publicação | 2025-03-04 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2024.2397518 |
| OpenAlex | W4402340419 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 48 |
This paper outlines the emergent findings and theoretical foundations of Reading Climate: Indigenous literatures, English and Sustainable Futures, cross disciplinary research in Indigenous Studies, Education, and Literary Studies. Our team investigates epistemologies for the teaching of secondary subject English and tertiary courses and how they might be productively reworked. We draw on ‘Indigenous relationality’ as proposed by Mary Graham, Elder Scholar of the Kombumerri clan of the Yugambeh Nation as a core principle in shifting English pedagogy from text-focused close reading. We investigate how a move from exclusively close-reading approaches is important because of the ways in which such a scholarly practice is premised on both potentially canonical and thus Eurocentric intertexts, and the abstraction of the text from cultural and authorial sovereignty. Further, close reading limits the use of textual artefacts, and the knowledge contained within them, to literary concerns of structure, features, devices, effects, and audiences. Here we show how reader relationality involves the reader's reflective stance, the writing's contexts, the guidance of the writer, and the function of the reading process. This paper contributes to and extends approaches to English arguing that inclusion of Indigenous writing in curriculum includes but must go beyond text selection and adoption
Archaeology · Colonialism · Linguistics · Sociology · Computer Science · History · Indigenous Health, Education, and Rights · Philosophy · Postcolonial and Cultural Literary Studies
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Critical considerations of the challenges of teaching national literatures in Australia in the 21st century
What counts? Inclusion and diversity in the senior English curriculum
‘Unspeaking the empire’
Pushing Comfort Zones
The Australian Human Rights Commission
Rethinking Collaboration
Pedagogical Matters
On Decoloniality
Walking While Aboriginal
Aboriginal notions of relationality and positionalism
The legacy of racism and Indigenous Australian identity within education
Decolonizing reading
Teacher-researchers
Inhuman literacies and affective refusals
Power of country
An Introduction to African Philosophy
Re-Imagining Indigenous Australia through the Short Story
Where Literary Studies Is, and What It Does
The Capaciousness of No
The White Man's Burden
On decoloniality
Unpacking our Libraries
Disrupting intertextual power networks
Where Do You Come from
Reading climate
Unsettling the reason of time
Sand talk
Vibrant Matter
Please Knock Before You Enter
Epistemic Disobedience, Independent Thought and Decolonial Freedom
The Cultural Interface
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 3 |
| Intervalo de citações | 2025 - 2025 (1) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |