References
- Almond, C. 2021. “‘Oh, How I Would Change the Curriculum’: Venturing beyond the GCSE Poetry Anthology.” Changing English 28 (3): 243–261. doi:https://doi.org/10.1080/1358684X.2021.1916382.
- Bakhtin, M. M. 1981/1987. The Dialogic Imagination: Four Essay. Ed. M. Holquist. Translated by C. Emerson and M. Holquist. Austin: University of Texas Press.
- Benwell, B. 2009. “‘A Pathetic and Racist and Awful Character’: Ethnomethodological Approaches to the Reception of Diasporic Fiction.” Language and Literature: International Journal of Stylistics 18 (3): 300–315. doi:https://doi.org/10.1177/0963947009105855.
- Board of Education. 1921. The Teaching of English in England [“the Newbolt Report”]. London: HMSO. http://www.educationengland.org.uk/documents/newbolt/newbolt1921.html#09
- Brice Heath, S. 1983/1994. Ways with Words: Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
- Carter, R., ed. 1982. Linguistics and the Teacher. London: Routledge & Kegan Paul.
- Dixon, J. 1967/1975. Growth through English: Set in the Perspective of the Seventies. 3rd ed. Yorkshire: National Association for the Teaching of English/Oxford University Press.
- Doecke, B., B. Green, A. Kostogriz, J.-A. Reid, and W. Sawyer. 2007. “Knowing Practice in English Teaching? Research Challenges in Representing the Professional Practice of English Teachers.” English Teaching: Practice and Critique 6 (3): 4–21.
- Doecke, B., and D. McClenaghan. 2015. “Intertextuality and Subversion.” In Masterclass in English Education: Transforming Teaching and Learning, edited by B. Marshall and S. Brindley, 29–44. London: Bloomsbury Academic.
- Doecke, B., and J. Yandell. 2020. “The English Literature Classroom as a Site of Ideological Contestation.” In Worldwide English Language Education Today: Ideologies, Policies and Practices, edited by A. Al-Issa and S.-A. Mirhosseini, 35–52. London and New York: Routledge.
- Doecke, B., P. Gill, B. Illesca, and P. H. Van De Ven. 2009. “The Literature Classroom: Spaces for Dialogue.” L1 – Educational Studies in Language and Literature 9 (1): 5–33. doi:https://doi.org/10.17239/L1ESLL-2009.09.01.03.
- Doecke, B. 2004. “Accomplished Story Telling: English Teachers Write about Their Professional Lives (The Standards for Teachers of English Language and Literacy in Australia Project).” Teachers and Teaching 10 (3): 291–305. doi:https://doi.org/10.1080/1354060042000204397.
- Doecke, B. 2006. “Beyond Externalizing and Finalizing Definitions: Standards for Teachers of English Language and Literacy in Australia (STELLA).” English in Education 40 (1): 36–50. doi:https://doi.org/10.1111/j.1754-8845.2006.tb00781.x.
- Doecke, B. 2017. “What Kind of ‘Knowledge’ Is English? (Re-reading the Newbolt Report).” Changing English 24 (3): 230–245. doi:https://doi.org/10.1080/1358684X.2017.1351228.
- Doecke, B. 2019. “Rewriting the History of Subject English through the Lens of ‘Literary Sociability’.” Changing English 26 (4): 339–356. doi:https://doi.org/10.1080/1358684X.2019.1649116.
- Eagleton, T. 2007. How to Read a Poem. Malden MA: Blackwell Publishing.
- Frow, J. 2006. Genre. London and New York: Routledge.
- Gill, P., and B. Illesca. 2011. “Literary Conversations: An Australian Classroom.” In Literary Praxis: A Conversational Inquiry into the Teaching of Literature, edited by P.-H. Van De Ven and B. Doecke, 23–42. Rotterdam: Sense Publishers.
- Haug, F. 2001 [1990]. Erinnerungsarbeit. Hamburg: Argument Verlag.
- Hourd, M. 1949/1968. The Education of the Poetic Spirit: A Study in Children’s Expression in the English Lesson. London: Heinemann.
- Iffath, H. 2020. “‘Miss, What’s Colonialism?’: Confronting the English Literary Heritage in the Classroom.” Changing English 27 (4): 369–382. doi:https://doi.org/10.1080/1358684X.2020.1804323.
- Leech, G., and M. Short. 2007. Style in Fiction. 2nd ed. London: Longman.
- MacLachlan, G., and I. Reid. 1994. Framing and Interpretation. Carlton: Melbourne University Press.
- Marstaller, M. 2020. “Double Consciousness: A Source of Critical Insight and Curricular Enrichment.” Changing English 27 (4): 353–368. doi:https://doi.org/10.1080/1358684X.2020.1746634.
- Mason, J., and M. Giovanelli. 2021. Studying Fiction: A Guide for Teachers and Researchers. Abingdon, Oxon: Routledge.
- Mead, P., B. Doecke, and L. McLean Davies. 2020. “Contingencies of Meaning Making: English Teaching and Literary Sociability.” Australian Literary Studies 35 (2): 2020. doi:https://doi.org/10.20314/als.00225a9681.
- Mello, C., B. Doecke, L. McLean Davies, and L. Buzacott. 2019. “Literary Sociability: A Transnational Perspective.” English in Education 53 (2): 175–189. doi:https://doi.org/10.1080/04250494.2018.1561149.
- Rosenblatt, L. M. 1978. The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. London and Amsterdam: Southern Illinois University Press.
- Rosenblatt, L. M. 1993. “The Transactional Theory: Against Dualisms.” College English 55 (4): 377–386. doi:https://doi.org/10.2307/378648.
- Rosenblatt, L. M. 1968/1970. Literature as Exploration. With a foreword by D. Thompson. London: Heinemann.
- Shore-Thornburg, A. 2010. “On Reading to Kill a Mockingbird: Fifty Years Later’.” In Harper Lee’s to Kill a Mockingbird: New Essays, edited by M. J. Meyer, 113–127. Lanham, MD: Scarecrow Press.
- Standards for Teachers of English Language and Literacy in Australia (STELLA), National Library of Australia. Accessed 21 August 2021. https://webarchive.nla.gov.au/awa/20090130015805/http://pandora.nla.gov.au/pan/39713/20090130-1239/www.stella.org.au/index190a.html
- Vološinov, V. N. 1973. Marxism and the Philosophy of Language. Translated by L. Matejka and I. R. Titunik. Cambridge, Massachusetts: Harvard University Press.
- Yandell, J., B. Doecke, and Z. Abdi. 2020. “Who Me? Hailing Individuals as Subjects: Standardized Literacy Testing as an Instrument of Neoliberal Ideology.” In The Sociopolitics of English Language Testing, edited by S.-A. Mirhosseini and P. I. De Costa, 3–22. London: Bloomsbury Academic.