In this chapter we focus specifically on reading pedagogy, and more broadly on English teaching and the English subjects, or mother-tongue education, as a significant cultural technology in the formation of subjectivity and the production of a distinctive national imaginary. We are especially concerned here, with issues of citizenship and civic identity, and more specifically with what is described in the Introduction as political culture and civic education. This is because, for us, reading and writing, literacy and literature ('texts'), which lie at the very heart not simply of English teaching but also education and schooling, matter in much more than utilitarian ways and indeed are always-already profoundly social practices. As such, they have an inescapable political dimension.
|Title of host publication||Schooling and the making of citizens in the long nineteenth century|
|Subtitle of host publication||Comparative visions|
|Editors||Daniel Tröhler, Thomas S Popkewitz, David F Labaree|
|Place of Publication||New York, NY|
|Number of pages||22|
|Publication status||Published - 2011|
|Name||Routledge research in education|
Green, W., & Cormack, P. (2011). Literacy, nation, schooling: Reading (in) Australia. In D. Tröhler, T. S. Popkewitz, & D. F. Labaree (Eds.), Schooling and the making of citizens in the long nineteenth century: Comparative visions (pp. 240-261). (Routledge research in education ; Vol. 57). Routledge.