Session Information
07 SES 14 C, Literary Research in Times of Crisis
Symposium
Contribution
Linking Literature and consent education: literate practices in crisis times This paper takes up the concept and method of “literary linking” (Mclean Davies et al 2020; Truman et al 2021) to explore the intersections of the teaching of literature and consent education in L1 contexts. It reports on a research project--undertaken in partnership with the Stella Prize for Australian women and non- binary writers--which developed a framework to support conversations about consent in Australian English classrooms. This framework was developed in an interdisciplinary collaboration with experts in respectful relationships education and the inductive and iterative close analysis of 50 texts set for study in secondary English classrooms. Background and questions As a result of the continued, gendered abuse of power in public, institutional and private spaces, parents and students have called for greater time spent on consent education in schools. While usually the remit of health and wellbeing curriculum area,issues of ethics and relationships are also implicitly the mainstay of L1 education, through the study of literature and texts. Thus, it is timely to consider how issues of consent might be productively addressed in secondary English and what this means for our understanding of the nature of literary study. Theoretical framework: Drawing on Green’s notion of a “literary literacy” (2002), concepts of relational literacies (McLean Davies et al 2021), and “relational reading” (Graham, 2014), the paper will offer insight into the ways that literary linking as a pedagogy enables consent discourses to be contextualised within broader discussions of relationality and sustainability. Accordingly it will show that raising these issues in L1 expands our conceptualization of the possibilities of a “Literary literacy” in times of global crisis.
References
Graham, M. (2014). Aboriginal Notions of Relationality and Positionalism. In Global Discourse: An Interdisciplinary Journal of Current Affairs and Applied Contemporary Thought. 4 (1), 17-22. Green, B. 2002. “A Literacy Project of Our Own?” English in Australia 134 (July): 25–32. McLean Davies, L & Buzacott, L. (2021). “Rethinking Literature, Knowledge and Justice: Selecting ‘Difficult’ Stories for Study in School English.” Pedagogy, Culture & Society. 1 (15). https://doi.org/10.1080/14681366.2021.1977981.
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