HSC as a means of cultural expression

The Higher School Certificate English syllabus has so many rich ways to explore culture and identity through language. Students are often told to “write about what they know”. I can even remember my year 12 English teacher giving us an assignment for creative writing to “expand what you know”, research a topic thoroughly, and write creatively about it.

In the Sydney Morning Herald, 15 October 2013, Tovey explores this idea through students who have just sat the HSC English “Belonging” paper. The creative writing section allows students to express themselves in such a wide variety of formats and ideas. Students at Birrong Girls spoke about their writing telling of how they wrote of Muslim women’s issues, asylum seekers and other issues to which they can personally connect.

The English syllabus in New South Wales aims to address both traditional texts and views of language, while also allowing for a modern interpretation and connection. (Kruse, 2001, page 2). The inclusion of ones own culture and identity within their learning can greatly influence student engagement and success. Kruse also references how heavily the English syllabus draws on the idea of “context”, that different meanings can be drawn from texts when viewed from alternate perspectives. The HSC syllabus focuses heavily on “text, culture and values” (Kruse, 2001, page 4) which is exemplified in the theme of “Belonging”.

A high school teacher was quoted in the Sydney Morning Herald, (J Tovey ,October 15, 2013) as saying that the English curriculum provided a means for students to “find an outlet... in creative writing”. At Birrong Girls High School, students come from over 45 different language backgrounds and quite obviously have a vast range of life experiences. Students can draw on these experiences as a way to voice issues, while also completing their Higher School Certificate. Students at the school wrote about experiences of asylum seekers and differing cultural values within countries, companies and amongst individuals. (Tovey, October 15, 2013).

By this means, the English Syllabus serves students well if they can use a part of their studies to not only develop their language and written skills, but to develop and express their personal and cultural lives. By expressing these feelings and experiences Ho’s theory of schools as “micropublics” can be celebrated. (Ho, 2011, page 613). Students can write about their experiences, while accepting those of others. This method of expression through curriculum allows individuals to “legitimise” the presence of others (Ho, 2011, page 614) while still acknowledging and accepting differences.

WORKS REFERENCED:

Ho, C. (2011, December). Respecting the Presence of Others: School Micropublics and Everyday Multiculturalism. Journal of Intercultural Studies , 603-619.

Kruse, A. (2001). After postmodernism: literary theory, culture and the new Higher School Certificate English Syllabus. Sydney Studies in English , 27.

Tovey, J. (2013, October 15).Rich themes of cultual diversity in belonging hsc question. Retrieved October 24, 2015, from Sydney Morning Herald: www.smh.com.au/national/education/rich-themes-of-cultural-diversity-in-belonging-hsc-question-20131014-2vixi.html

Posted By Emily Mitchell