Loading...
Grammar and powerful knowledge in school English : an Australian perspective
Macken-Horarik, Mary
Macken-Horarik, Mary
Author
Abstract
This chapter considers the ‘wicked problem’ of grammar in English and the larger issue of a national curriculum that teachers cannot accept and are ill-prepared to implement. It begins with the challenge for Australian teachers of English of the renewed emphasis on knowledge about language (and grammar) in the national curriculum. Following discussion of sources of teacher difficulty with grammar, the chapter considers the larger provocation of social realist theories of knowledge for settled theories of English. It presents a question: what kinds of knowledge and know-how matter in English? The chapter concludes with an account of a project centred on functional grammatics that aimed to help primary and secondary teachers navigate the complex epistemological territory of their new curriculum.
Keywords
English knowledge, grammar, functional grammatics, curriculum, Australia, know-how
Date
2024
Type
Book chapter
Journal
Book
Research Handbook on Curriculum and Education
Volume
Issue
Page Range
388
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© Elizabeth Rata 2024
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical or photocopying, recording, or otherwise without the prior permission of the publisher
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical or photocopying, recording, or otherwise without the prior permission of the publisher