““The last bastion of democracy”: teachers’ perceptions of the democratic potential of English curriculum”

Abstract

Purpose

Faced with increasing systemic constraints and pressures, secondary school English teachers often implement transactional approaches to pedagogy and curriculum aimed at improving student results on external exams, which are then used to rank schools. Despite the pressure to teach this way, teachers acknowledge the power of literature, literacy and language in the English curriculum as vehicles for educating students to be critical readers of texts for a democratic society. As such, the purpose of this paper is to share perspectives of secondary English teachers in relation to the democratic potential of their subject.

Design/methodology/approach

Using a qualitative case study method, this paper shares data from six Australian secondary school English teachers who work in culturally diverse schools. Teachers were interviewed about their perspectives regarding how the Australian English curriculum enabled and/or constrained the teaching of critical and creative thinking in support of a democratic society.

Findings

Using Marri’s model of multicultural democratic education, interview data were deductively analyzed to identify elements of the model, including critical pedagogies, disciplinary content and community building. Teachers were concerned that building critical literacy skills was minimized by the system and students’ personal dispositions.

Originality/value

The English teachers in this study held a strong belief that the subject of English could emancipate students, although they felt it might be “the last bastion” for a democratic education.

Citation

Barton, G., Riddle, S. and Lowien, N. (2024), "““The last bastion of democracy”: teachers’ perceptions of the democratic potential of English curriculum”", English Teaching: Practice & Critique, Vol. 23 No. 4, pp. 475-491. https://doi.org/10.1108/ETPC-08-2024-0127