The newly released list is certainly extensive and well set out under stage and text types. There were many familiar names as well as some interesting new titles and placement. Some of the classics are certainly still in our bookrooms but often not as popular or accessible as they once might have been decades past. It was also interesting to see that titles reappear to reflect ability levels across stages. This opens up a particular gripe I have with the growing tendency to 'set' prescribed texts across year groups. To my mind this absolutely defies the reality of year groups of two hundred odd students being given a chosen novel or play to study. There are mixed ability levels even within roughly graded classes and wider reading can not fully fill in any remediation or extension gaps that typically arise. Statistics are often used to argue for one particular preference over another but data needs to be as current and contextually valid as possible for any legitimate evaluataion to be possible.
It seems a shame that teacher autonomy is being eroded, especially with regards to choosing suitable texts for a given class. Gender, ability and behavioural factors have always been taken into account when trying to maximise personalised learning but the current so-called 'collaborative' approach to teaching the same texts, topics and programs to mixed class groups seems to cramp rather than foster teacher initiative and effectiveness. I think there is also the danger that it tends to favour mediocrity and limits a teacher's ability to gauge and/or address student needs. If text choices are dictated, then at the very least, they must be carefully chosen with sound teacher input, richly resourced and flexibly programmed to maximise their effectiveness across all classes within a form.
With regard to 'Asian' texts, it was interesting to note what texts were listed. Virtually all of the secondary texts were 'memoirs' which surprised me. There was no mention, unless I missed it, of the short stories or novels by composers such as Anita Desai, Jhumpa Lahiri, or Ruth Prawer Jhabvala. Memoirs are a wonderful text type to evaluate but there are some fabulous Asian websites available such as, http://asiancha.com/ with a wealth of poetry, short stories and even online forum articles. The use of poetry anthologies was fairly broad whereas there could have been more specific reference to possible close study of poets such as Sujatta Bhatt. There were however, references to popular contemporary texts including Shaun Tan's picture books and Indian films such as 'Bride and Prejudice','Bend It Like Beckham' as well as less familiar Chinese films. Such texts will help give the increased focus on developing a broader Asian perspective into the new Stage 4 and 5 curriculum.
Teaching has certainly changed since the 1970's when I began teaching but effective teachers remain those who are flexible, creative and professional in their approach. I think however, that pedagogical bindings are becoming too restrictive and need to be loosened so that teacher voice is restored and the value of anecdotal knowledge and expertise is once more embedded into educational planning.
I have probably bombarded you enough for toay but would like to hear what others think about the BOS suggested text list so leave a comment.
Barbara
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