This book is a research guide to the literatures of Australia and New Zealand. It contains references to many different types of resources, paying special attention to the unique challenges inherent in conducting research on the literatures of these two distinct but closely connected countries.
Australia and New Zealand, united geographically by their location in the South Pacific and linguistically by their English-speaking inhabitants, share the strong bond of hope for cultural diversity and social equality--one often challenged by history, starting with the appropriation of land from their Indigenous peoples. This volume explores significant themes and topics in Australian and New Zealand literature. In their introduction, the editors address both the commonalities and differences between the two nations' literatures by considering literary and historical contexts and by making nuanced connections between the global and the local. Contributors share their experiences teaching literature on the iconic landscape and ecological fragility; stories and perspectives of convicts, migrants, and refugees; and Maori and Aboriginal texts, which add much to the transnational turn. This volume presents a wide array of writers--such as Patrick White, Janet Frame, Katherine Mansfield, Frank Sargeson, Witi Ihimaera, Christina Stead, Allen Curnow, David Malouf, Les Murray, Nam Le, Miles Franklin, Kim Scott, and Sally Morgan--and offers pedagogical tools for teachers to consider issues that include colonial and racial violence, performance traditions, and the role of language and translation. Concluding with a list of resources, this volume serves to support new and experienced instructors alike.
Postcolonial literatures can be defined as the body of creative work written by authors whose lands were formerly colonized. This book is a research guide to postcolonial literatures in English, specifically from former British colonies in Africa, the Caribbean, and South Asia. While this volume focuses exclusively on Anglophone literatures, it does not address those from Australia, Canada, Ireland, and New Zealand as they have already been covered in previous volumes in the series.
Summary: What role should Australian literature play in the school curriculum? What principles should guide our selection of Australian texts? To what extent should concepts of the nation and a national identity frame the study of Australian writing? What do we imagine Australian literature to be? How do English teachers go about engaging their students in reading Australian texts? This volume brings together teachers, teacher educators, creative writers and literary scholars in a joint inquiry that takes a fresh look at what it means to teach Australian literature. The immediate occasion for the publication of these essays is the implementation of The Australian Curriculum: English, which several contributors subject to critical scrutiny. In doing so, they question the way that literature teaching is currently being constructed by standards-based reforms, not only in Australia but elsewhere.
This ambitious undertaking is designed to acquaint students, teachers, and researchers with reference sources in any branch of English studies, which Marcuse defines as "all those subjects and lines of critical and scholarly inquiry presently pursued by members of university departments of English language and literature.'' Within each of 24 major sections, Marcuse lists and annotates bibliographies, guides, reviews of research, encyclopedias, dictionaries, journals, and reference histories. The annotations and various indexes are models of clarity and usefulness, and cross references are liberally supplied where appropriate. Although cost-conscious librarians will probably consider the several other excellent literary bibliographies in print, such as James L. Harner's Literary Research Guide (Modern Language Assn. of America, 1989), larger academic libraries will want Marcuse's volume.-- Jack Bales, Mary Washington Coll. Lib., Fredericksburg, Va. -Library Journal.
This unique student resource is specifically designed for those beginning an MA in Literature, providing an introduction to research techniques, methodologies and information sources relevant to the study of literature at postgraduate level.
Local government plays a critical role in the provision of governance, infrastructure, and services for local communities. Over the past 30 years this sector has undergone significant reforms because of various superordinate governments policy changes. Continuous improvement and quality programs have been a common tactical response undertaken by various local government organisations to remain sustainable and to continue to deliver value to their local communities. These tactical responses have had varying levels of success. This book seeks to go beyond a tactical focus and uncover the kinds of continuous improvement practices that are enacted in various local government contexts. A focus on practices enables practitioners and researchers alike to gain insights that to go beyond approaches which privilege the application of CI tools over the contextualisation of CI programs. Contextualisation affords the insightful deployment of programs that are specific to the needs and dynamics of local communities and operations. The cases presented share insights on aspects of CI including: embedding performance measurement; harnessing learning; contextualising CI activities to support the ongoing sustainability of these practices. Researchers and practitioners alike can draw benefit from the grounded industry base experiences and insights shared in the book.
This electronic version has been made available under a Creative Commons (BY-NC-ND) open access license. How might literary scholarship engage with the sustainability debate? Aimed at research scholars and advanced students in literary and environmental studies, this collection brings together twelve essays by leading and up-coming scholars on the theme of literature and sustainability. In today’s sociopolitical world, sustainability has become a ubiquitous term, yet one potentially driven to near meaninglessness by the extent of its usage. While much has been written on sustainability in various domains, this volume sets out to foreground the contributions literary scholarship might make to notions of sustainability, both as an idea with a particular history and as an attempt to reconceptualise the way we live. Essays in this volume take a range of approaches, using the tools of literary analysis to interrogate sustainability’s various paradoxes and to examine how literature in its various forms might envisage notions of sustainability.
