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FASS Disciplinary mapping –
ENGLISH
Part A
Introduction
English as a discipline is versatile. There are many forms of English studies that can inform
surface level interests, such as reading and writing. These forms can be essays, studies of
grammar, plays, poetry and novels. While this list is not conclusive of all the branches of
English, we can appreciate that they are all linked by the same matter of subject. The subject
matter of English – in its most generalised form – is the seeking and expression of meaning.
A student of English is one who uses the English language as a tool to seek and express
meaning in the world. This tool can be used when looking at the present and the past.
Research methodology
English has a large focus on analysing and finding meaning of literary works which have
already been produced. When it comes to research in the discipline, English does not have a
set methodology. While other disciplines might focus on quantitative data sets, given through
a series of structured interviews and likert scales (Fraenkel, Wallen & Hyun, 2019), English
will focus on researching subjective opinions about the work being discussed. Within the
subjective opinions, there is no limit to what can be explored about a literary work. It is
important to note that there are sub-disciplines that fall under English such as linguistics, that
would have a more structured research methodology.
The main research methodology in English is a literature review (Badger et al., 2000).
Academics from the English discipline will often focus on a primary text and deduce
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meaning from it (Badger et al., 2000). The knowledge of the academic will often be
supplemented by secondary texts that can take the form of essays or reviews. Academics will
also need to make a judgment on the topic and make additions that allow for critical discourse
and a progression of the discipline (Badger et al. 2000).
Debates and developments
The theory of the use of language is constantly changing as we progress as a society, and
these critical discourses will need to continue. Butler (2013a) opens the debate of language
having the power to injure. If we perceive language as injurious, then we gift language
agency – it has the power to shape one’s social identity. Butler (2013a) dissects what is
considered injurious, giving us insight into how the world shapes what is seen as offensive.
This idea lends itself to the concept of censorship and how it is exercised in a society. Butler
(2013b) proposes that a hegemonic culture that censor’s the speech of marginalised groups do
so with aims to serve a social goal – often this goal is used in the aim of “nation-building”
(2013b, p. 132).
The positive aspect of censorship is that it allows a uniform idea and set of values to be
upheld in institutions that require it, such as the military or jails (Butler, 2013b). In stark
contrast, the negatives of censorship, if used in the wrong context, can disadvantage
marginalised groups. First Nation Peoples traditions, views and heritage were censored by the
Australian Government, particularly in the late 1900s (Grieves, 2022). Because of this
censorship, First Nation rights were not given, and they were treated unjustly. This negative
example of the implementation of censorship is imperative to address as an English
academic.
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English specific practices
Using literature as a movement is popular in the English discipline. Most notably in creative
works, author’s such as James Joyce, will use literature as a means of inspiring action from
his readers. For Joyce (1914), his work Dubliners reflects the time of identity crisis for
Ireland in the mid 1850s. Joyce was able to write a collection of short stories that conveyed
the themes the people were facing at the time such as an inability to progress, death, and
corruption. By holding a mirror to society, this work inspired action, even if it came decades
later (the troubles). Many authors have used literature to start discourse or push their agenda
in a way that can start a movement. George Orwell’s (1948) Nineteen Eighty-Four is another
example of this.
Recent changes
The government has released a ‘rough’ idea of the new English curriculum for NSW schools.
Coming from an education background and looking at the progression of English over the last
few years, there has been an increase of a focus on the literacy elements, such as reading,
writing and understanding texts (NESA, 2022). With the new syllabus, there is also a new
section that encourages students to read for pleasure. If we can say that schools are reflective
of the future of the larger population, then we can assume that the future of the English
discipline will focus less on the analysis that can determine meaning and authorial intention,
and more on analysis that can deduce enjoyment. This transition has already started for
academics in tertiary education. English is beginning to study more ‘relevant’ topics to
remain popular in universities. This need for relevancy results in moving away from the
classical approach (literary theory and Shakespeare) and heading towards English with
relation to topics such as identity or Marxism (David et al., 2019).
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References
Badger, Nursten, J., Williams, P., & Woodward, M. (2000). Should All Literature Reviews
be Systematic? Evaluation & Research in Education, 14(3-4), 220–230.
https://doi.org/10.1080/09500790008666974
Butler, J. (2013a). On linguistic vulnerability. In Excitable speech: A politics of the
performative (pp. 1-43). Routledge.
Butler, J. (2013b). Implicit censorship and discursive agency. In Excitable speech: A politics
of the performative (pp. 127-165). Routledge.
David, L., Pender, T., Eaglestone, R., Boehmer, E., Dick, A., Badir, P. & O’Sullivan, M.
(2019, May 02). The state of the discipline: English studies. The World University
Rankings. https://www.timeshighereducation.com/features/state-discipline-englishstudies
Fraenkel, J.R., Wallen, N.E. Hyun, H.H. (2019). Chapter 7: Instrumentation. In How to
design and evaluate research in education. (8th ed.) Boston: McGraw-Hill
Grieves, V. (2022). Keating Speech: The Redfern Address. https://aso.gov.au/titles/spokenword/keating-speech-redfern-address/notes/.
Joyce, J. (1914). Dubliners. Grant Richards Ltd., London.
New South Wales Education Standards Authority [NESA]. (2022). English 7-10 Draft
syllabus for the ‘Have your say’ period.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/englishyear-10/syllabus-development
Orwell, G. (1949). Nineteen Eighty-Four. Secker & Warburg.
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Part B
Case Study 9: Exploring social equity through literate practices – My Place 2022
What can we understand about the social construction of literacy from representations
of cultural capital and what do they signal about our values and priorities?
A research essay will be the best approach. The first step in solving this question is to define
what cultural capital looks like in NSW. From this definition, we can then move forward and
discuss what our current values and priorities are. Conducting a literature review could help
determine how the social construction was originally formed. Why weren’t we told?
(Reynolds, 2000) embodies the emerging voice that aims to re-create our perceptions of
cultural capitals. Why weren’t we told? illustrates the narrative of Australia’s invasion – it
paints current hegemonic cultural capital as an injustice to the values and priorities of
minority groups. A close review of this book, alongside others of the like, can help us form
an idea of where our values and priorities currently are, and help discern the shift that has
happened in the last one-hundred years.
Studying literature from the early 1900s would also be beneficial, as the presence of British
powers in NSW, would have been established. This view would help us ascertain where our
values and priorities were in the past. A synthesis of both views will ultimately help us draw
connections about the social construction of literacy from cultural capital, and simultaneously
help us understand our values and priorities – and subsequently, where they are projected to
go.
References
Reynolds, H. (2000). Why weren’t we told?. Penguin Australia Pty Ltd.