Abstract

ABSTRACT This article presents the findings from a case study within the ‘English 3’ curriculum at Guilford Young College, a senior secondary school in southern Tasmania, Australia. Despite the senior English curriculum's engagement with themes pertaining to colonisation, it notably lacks representation of texts authored by First Nations writers, instead privileging narratives and generic conventions rooted in white Western perspectives. This study examines the potential for senior secondary teachers in Tasmania to navigate the curriculum and promote emergent decolonisation processes by adopting a reflective, standpoint-informed approach to close reading, particularly when working with texts that are less effective for conveying First Nations perspectives. Focusing on the teaching of Kate Mulvany’s Jasper Jones (2016) stage play, a popular set text for senior English students in Tasmania, this case study – dubbed ‘The Jasper Jones Case Study’ – explores how teachers can implement reflective practices to engage critically with the text. Comprising two teacher reflections, this article highlights the importance of acknowledging personal standpoint perspectives in the intersection of learning and teaching and seeks to motivate educators to utilise critical lenses that enhance pedagogies of decolonisation when navigating the constraints of a seemingly fixed curriculum.

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