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ERIC Number: EJ832201
Record Type: Journal
Publication Date: 2008-May
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1175-8708
Getting "Meta": Reflexivity and Literariness in a Secondary English Literature Course
Macken-Horarick, Mary; Morgan, Wendy
English Teaching: Practice and Critique, v7 n1 p22-35 May 2008
This paper investigates how the study of English literature at senior secondary level might be construed in ways that are congruent with current poststructuralist understandings about texts, reading and writing. As an example we analyse an innovative English literature course, whose students develop a theorized understanding of a range of reading practices, which they apply in undertaking a series of readings of literary texts. Students thereby develop a reflexive understanding of their reading and meaning-making and are enabled to critically interrogate the reading positions texts invite readers to adopt. In the current historical moment, when a retreat from theory is being stridently advocated by reductive media-political campaigns, this paper contributes to debates concerning what knowledge about literary texts and reading is valuable and what capacities students can and should develop as readers and writers. By investigating the character of this distinctive English literature course and the kinds of development each task makes possible, we argue for the value of a critical poststructuralist reflexivity in helping students understand the constructive and often contested nature of texts and reflect on their own shaped and shaping role in meaning-making. (Contains 8 footnotes.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia