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Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Reading climate: subject English beyond the colonial
Discourse, Vol.46(2), pp.206-222
2025
Appears in UniSC Supported Open Access Outputs
Abstract
This paper outlines the emergent findings and theoretical foundations of Reading Climate: Indigenous literatures, English and Sustainable Futures, cross disciplinary research in Indigenous Studies, Education, and Literary Studies. Our team investigates epistemologies for the teaching of secondary subject English and tertiary courses and how they might be productively reworked. We draw on ‘Indigenous relationality’ as proposed by Mary Graham, Elder Scholar of the Kombumerri clan of the Yugambeh Nation as a core principle in shifting English pedagogy from text-focused close reading. We investigate how a move from exclusively close-reading approaches is important because of the ways in which such a scholarly practice is premised on both potentially canonical and thus Eurocentric intertexts, and the abstraction of the text from cultural and authorial sovereignty. Further, close reading limits the use of textual artefacts, and the knowledge contained within them, to literary concerns of structure, features, devices, effects, and audiences. Here we show how reader relationality involves the reader's reflective stance, the writing's contexts, the guidance of the writer, and the function of the reading process. This paper contributes to and extends approaches to English arguing that inclusion of Indigenous writing in curriculum includes but must go beyond text selection and adoption.
Details
- Title
- Reading climate: subject English beyond the colonial
- Authors
- Clare Archer-Lean (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesSandra R. Phillips (Author) - The University of MelbourneLarissa McLean Davies (Author) - The University of MelbourneSarah E. Truman (Author) - The University of Melbourne
- Publication details
- Discourse, Vol.46(2), pp.206-222
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/01596306.2024.2397518
- ISSN
- 1469-3739; 0159-6306
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Business and Creative Industries; Indigenous and Transcultural Research Centre; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 991062952002621
- Output Type
- Journal article
Metrics
30 Record Views
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- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research
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Source: InCites