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recent history of English curriculum models is surveyed, along with a
theoretical description of curriculum perspectives and their ontologies. The
reassertion of canonical thinking in the new Australian English Curriculum is
ontrasted with the ‘emancipatory critical literacy ‘foci of
existing Australian curricula. Complaints about the emancipatory approaches in
existing syllabi are summarized before considering how the shift to the
canonical might be received by faith-based education. It is argued that
canonical approaches are likely to be seen as more congruent with faith-based
education. This is tempered for the sub-sector of Christian schooling, however,
by discreet theological claims that emancipatory approaches need retaining, yet
only as an ameliorant to the excesses of the canonical. In this way a particular
critique of the Essentials English Course is offered.
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