This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
This paper reports findings from a research project investigating text-list trends in the Senior Victorian English curriculum between 2010-2019. These lists are historical products, the consequence of ways of thinking about literature and subject-English that are simultaneously inclusive and exclusive. Policy documents emphasise the need for the English curriculum to foster values of 'inclusivity' and 'diversity' of culture and for texts that reflect these values in "constructive" and "affirmative" senses. In order to test the extent to which text-lists associated with subject English address these ambitions, a content analysis of three hundred and sixty texts was conducted, guided by the question: what are the trends in VCE English text lists between 2010 and 2019? Focusing on trends related to text type, story setting, sex/sexuality and Indigenous themes, we found that while some goals of policy documents were met, the lists lacked diversity beyond traditional notions of what constitutes texts worthy of study.
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