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Pedagogy, Culture & Society Volume 30, 2022 - Issue 3: Engaging with Difficult Knowledge in Post-Truth Era: From Theory to Practice within Diverse Disciplinary Areas
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Research Article

Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english

Larissa McLean Daviesa Larissa McLean Davies, Melbourne Graduate School of Education, The University of Melbourne, Melbourne, AustraliaORCID Iconhttps://orcid.org/0000-0002-6963-2474
ORCID Icon &
Lucy Buzacottb The University of Queensland, Brisbane, AustraliaCorrespondence[email protected]
Pages 367-381 | Published online: 13 Sep 2021

Citations (3)

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Read on this site (2)

John Perry. (2022) ‘...to read people differently’.: The purpose of English Literature in English secondary schools. English in Education 56:3, pages 287-299.
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Sandra Phillips, Larissa McLean Davies & Sarah E. Truman. (2022) Power of country: Indigenous relationality and reading Indigenous climate fiction in Australia. Curriculum Inquiry 52:2, pages 171-186.
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Articles from other publishers (1)

Allayne Horton & Larissa McLean Davies. (2022) Where are the students? A close reading of priorities and silences in scholarly and public debates on VCE English (1990–2021). The Australian Educational Researcher.
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