The Literary Canon Mike Fleming.

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Presentation transcript:

The Literary Canon Mike Fleming

Outline Arguments for Arguments against Underlying issues and values

What do we mean by ‘canon’? Official specification of texts, authors genres De facto canon – tacit agreement

Justification for canon Notions of ‘quality’ Cultural heritage Issues of national identity Ensuring representation . The traditional criteria for forming the canon have primarily been associated with notions of quality, selection of those texts or authors which are considered ‘the best’.

Arguments against Challenge to absolute judgements Insensitive to diverse nature of society Need for curriculum to be appropriate Associated with traditional pedagogy based on authority Curriculum not just about specifying content

Underlying issues Definitions of literature Conceptions of reading Judgements about literature

‘Democratic’ canon Prevents de facto canon being left to chance Ensures entitlement Seeks balance

Some questions for consideration Does the specified canon leave sufficient flexibility for teachers and pupils to exercise some choice? Are there mechanisms for regularly reviewing the literary curriculum? Are teachers involved in discussions about the appropriate choices of text and authors? Is there a sufficient balance between national texts and texts from other cultures?

Does the specified curriculum pay sufficient attention to process as well as content? Does the curriculum take account of the need to engage pupils’ interests in wider reading? Is the definition of ‘text’ sufficiently broad to represent contemporary culture?