Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question.
The book brings together for the first time a range of integrated essays produced out of a program of research and scholarship designed to better understand advanced-level research supervision as pedagogy.
This book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching.