That's deep bro

Negotiated readings and democratic education in an Australian high school classroom

Bibliographic Data

ID2923827
AuthorsDaniel W J Anson (0000-0003-3026-1976, Learning Centre, The University of Sydney, Sydney, Australia, corresponding author)
Year2021
Volume42
Issue6
Pages930-942
Publication date2021-11-02
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2020.1774744
OpenAlexW3032901304
LanguageEN
Citations received1
References cited10

This paper presents data from an Australian high school classroom, investigating how students and their teacher negotiate readings of literature in order to arrive at meanings that are valued by subject English, as well as understood by the students. Subject English acts a vital agent for the transmission of both literacy and literary knowledge in English-speaking countries, and students which do not share the cultural and social orientations valued by the subject and its texts have the potential to be disadvantaged. However, I argue that this clash of socio-cultural perspectives may be positively viewed as an advantage for democratic education, as it allows students’ critical understanding of their world to be challenged, for teachers to include student perspectives, and for students to be empowered to participate in institutional discourses. Implications for teacher practice and educational theory are discussed

Democracy · Disadvantaged · Literacy · Mathematics education · Negotiation · Pedagogy · Political science · Politics · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology

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