Journal article

What Do We Want Students to Know from Being Taught a Poem?

Wayne Sawyer, Larissa McLean Davies

Changing English | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | Published : 2021

Abstract

This paper uses a Gwen Harwood poem to open up questions of “knowing” around the teaching of Literature. Following our own brief reading of the poem, we particularly discuss ways in which questions of knowing/knowledge have been considered in Literature teaching historically, such as: - the binary of “knowledge” and “experience” - the role of the cognitive in teaching/studying Literature - forms of knowing that include the aesthetic and affect - how knowledge might be “made” in the Literature classroom: the role of pedagogy and the question of “producing culture” The article concludes with a discussion of how such issues have arisen in a set of interviews with a small number of teachers in A..

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Funding Acknowledgements

The pilot project reported in this paper was funded by The University of Melbourne. Gwen Harwood's Suburban Sonnet is reprinted by permission of Penguin Random House Australia Pty Ltd.