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Required Reading


Georgina Arnott is a researcher in the History program at Monash University. In 2013 she received a doctorate in History from the University of Melbourne for her study of the life of Judith Wright. She holds a Masters in Literary Studies, has taught in that field at Swinburne and Victoria Universities, and has had a number of articles and book reviews published in Australian literary journals. Her first book, The Unknown Judith Wright, was published by UWA Publishing in 2016.

Tully Barnett is a Research Fellow in the School of Humanities and Creative Arts at Flinders University, South Australia, researching methods for determining the non-economic value of arts and culture. She contributed to the project Building Reading Resilience: Developing a Skills-Based Approach to Literary Studies, funded by the Office for Learning and Teaching, and researches the digital impacts of reading cultures in and out of the tertiary classroom.

Don Carter is Senior Lecturer in the School of Education at the University of Technology, Sydney where he is the co-ordinator for English education. Don has also held numerous senior positions including: Inspector (English) and Inspector (Registration & Accreditation) at the Board of Studies, Teaching & Educational Standards (BOSTES); and Consultant for K–12 English as a Second Language/Multicultural Education for the NSW Department of Education and Training (DET). He has extensive experience in the teaching of English (head teacher) and has been a senior marker and an assessor of English examinations for the NSW HSC. Don has also developed curriculum materials for English in NSW and was responsible for the development of the new K-10 English Syllabus and the Stage 6 English Studies course.

Jenny de Reuck is an Associate Professor at Murdoch University with practice-led and traditional research interests in Renaissance and Early Modern studies as well as in theatre in education. She has published articles on same-sex performance and her adaptations of Shakespeare have been produced in Western Australia and Malaysia. Her most recent publication in the field is a dramaturgical critique of Webster’s The Duchess of Malfi.

Brenton Doecke is an Honorary Professor in the School of Education at Deakin University. He has published widely in the fields of teacher education and English curriculum and pedagogy. His research has involved a sustained focus on the professional learning and identity of teachers within a policy context shaped by standards-based reforms, including his work on the Standards for Teachers of English Language and Literacy in Australia (STELLA), and many other projects. He is currently engaged (with Larissa McLean Davies, Philip Mead, Wayne Sawyer and Lyn Yates) in a major Australian Research Council Project on the role that literary knowledge might play in the professional learning and practice of early career English teachers. He is an Honorary Life Member of both the Victorian Association for the Teaching of English and the Australian Association for the Teaching of English, and is a former editor of English in Australia, and co-editor (with Jennifer Rennie and Annette Patterson) of The Australian Journal of Language and Literacy.

Tim Dolin is Professor of Literary Studies at Curtin University. He is a member of the editorial board of the Cambridge Edition of the Novels and Stories of Thomas Hardy, for which he is preparing a critical edition of The Return of the Native. He has written numerous essays and chapters on the nineteenth-century novel for international journals and books, and has edited novels by Hardy, Charlotte Brontë and Elizabeth Gaskell. He is also completing The Irony of Distance, about British novels in nineteenth- and early twentieth-century Australia, based on data collected and stored on the Australian Common Reader website.

Kate Douglas is an Associate Professor in the School of Humanities at Flinders University. She is the author of Contesting Childhood: Autobiography, memory, trauma (Rutgers 2010) and (with Anna Poletti) Life Narratives and Youth Culture: Representation, agency and participation (Palgrave 2016). Her scholarship of teaching has been published in Arts and Humanities in Higher Education, HERD and the MLA Options for Teaching series.

Patricia Dowsett is a teacher of English and Literature who has taught at both the secondary and tertiary levels in Western Australia. In 2016 Trish completed a PhD at the University of Western Australia. Her research examined ‘The History of Curricular Control: Literary Education in Western Australia, 1912–2012’, a reflection of her interests in subject histories, English Studies and Australian literary history. With Bill Green and Brenton Doecke, Trish co-edited a special issue of the AATE journal English in Australia, dedicated to reading the impact of the 1966 Dartmouth Seminar upon the teaching of English and interrogating its central question, ‘What is English?’.

Alice Healy-Ingram is Lecturer in Australian Studies at Flinders University. Her main research interests are novel-to-film adaptation, literature in education and historical writing. She was co-director on the ALTC-funded project, “Teaching Australian Literature” with Philip Mead and Kerry Kilner, completed in 2010. She is co-managing editor of the journal New Scholar: An International Journal of the Humanities, Creative Arts and Social Sciences with Bridie McCarthy.

Claire Jones is in the final stages of completing a PhD in the School of English and Cultural Studies at the University of Western Australia titled “The national subject: deconstructing the Australian Bildung project”. Her areas of interest include Australian literature, world literature and post-national studies. She is currently the president of the English Teachers Association of Western Australia and has been a secondary English teacher, Head of English, and served as the examiner for both the Year 12 English and Literature courses in Western Australia.

Jo Jones is Lecturer in English Studies in the Faculty of Education, University of Tasmania. She has a PhD in Australian colonial historical novels and has taught extensively at Curtin University and the University of Western Australia. Jo has a forthcoming monograph, Dark Times: Australian historical novels and the history wars (UWA Publishing), and is currently undertaking studies of the Gothic and its reception in Tasmanian schools.

Jacqueline Manuel is Associate Professor of English Education in the Faculty of Education and Social Work at the University of Sydney. She holds a BA (Hons) in English, a Dip Ed and a PhD in English Literature from the University of New England. She is Program Director of the Master of Teaching (Secondary) and Secondary English curriculum co-ordinator in the Faculty. Jackie’s teaching and research interests include teenagers’ reading; creative pedagogies in secondary English; pre-service English teacher moti-vation; early-career teacher experience; and English curriculum history.

Susan K. Martin is a Professor of English, and Associate Pro Vice-Chancellor (Research) for the College of Arts, Social Sciences and Commerce, at La Trobe University, Melbourne, Australia. She is currently working with Larissa McLean Davies on a project exploring the ways in which teachers select Australian teaching texts. She has published widely on Australian and British literature and culture. Her books include Colonial Dickens with Kylie Mirmohamadi (Australian Scholarly Publishing, 2012) and Sensational Melbourne (ASP, 2012), Reading the Garden: the settlement of Australia with Katie Holmes and Kylie Mirmohamadi, (MUP, 2008), and Women and Empire (Routledge, 2009: about to be republished in digital form).

Larissa McLean Davies is an Associate Professor in Language and Literacy, and Associate Dean, Teacher Education Research in the Melbourne Graduate School of Education at the University of Melbourne. Prior to commencing work in the tertiary sector, Larissa was a Secondary English and Literature Teacher in a range of Victorian schools. Larissa’s current research is concerned with the way in which English teachers conceptualise and account for literature and its role in subject English, and the way these understandings impact on their practices. To this end, she is lead Chief Investigator, with fellow CIs Wayne Sawyer, Philip Mead, Lyn Yates and Brenton Doecke, on the Australian Research Council funded project ‘Investigating Literary Knowledge in the Making of English Teachers’ (DP160101084 2016-2019), and is working with Susan K. Martin on a Copyright Agency Limited funded project titled ‘Teaching Australia’, which is concerned with the resourcing of the teaching of national literatures.

Ian Reid, an Adjunct Professor in Humanities at The University of Western Australia, has published on various topics including literary theory, education policy and history, and English teaching. He has a dozen books to his name – fiction, non-fiction and poetry – along with hundreds of articles in magazines, newspapers and periodicals. AATE issued his influential book The Making of Literature: Texts, Context and Classroom Practices in 1984 and he continues to publish in the field of English education, having contributed chapters to the AATE books English Teachers at Work and Teaching Australian Literature and articles to journals such as Changing English and English in Australia. His writings, some of which have been translated into several languages and won international awards, include three historical novels, The End of Longing, That Untravelled World and The Mind’s Own Place.

Wayne Sawyer is Professor of Education and Director of Research in the School of Education at the University of Western Sydney. His doctoral thesis was on English in New South Wales in the late twentieth century. He has written on the place of literature in the national curriculum and on the roles of literature and language in the history of school English.

John Yiannakis OAM has a strong and diverse research and publication record. For many years, he lectured in Modern and Ancient History at Tuart College, and was Head of the Social Sciences Department. More recently, he has worked as a Research Fellow at Curtin and Murdoch Universities.

Required Reading

   by Tim Dolin, Jo Jones and Patricia Dowsett