Reviews selected English and language arts curriculum guides in use in five provinces--British Columbia, Alberta, Saskatchewan, Ontario, and Nova Scotia. The discussion focuses on the literature sections of the curriculum guides. (SRT)

Discusses implications of Saskatchewan's nine-year-old Division IV English curriculum guide of the final report on the quality and future direction of education in the province, published in February 1984 by the Minister's Advisory Committee on Curriculum and Instruction Review. Suggests revision to bring English curricula into line with the new…

Politics has always made strange bedfellows, but now the public and the traditional academy are collaborating in an attack on the site of their uneasiness--what they label "political correctness as neo-fascism" and what one composition teacher calls "political correctness as challenge to ideological assumptions." In their…

Considers some recent British criticism of the traditional senior secondary school English literature-examination dominated curriculum and suggests that these criticisms have relevance to the curriculum in Canada and other English-speaking nations. (FL)

Provides information about 11 educational groups or resource centers that are actively involved in initiating and promoting media education throughout Canada. Gives summaries of activities, addresses, names and phones numbers of contacts, and other information. (HB)

Examines the study of literature in Canadian schools. Focuses on how teachers engage students in literature and how teachers themselves respond to literature. (RL)

Presents a case study of how the University of Witwatersrand in South Africa adapted to the challenge of linguistic and cultural diversity. Suggests how this school's experiences parallel the shifts that many Canadian schools are struggling with in the 1990s. (HB)

Describes the problems inherent in teaching native Canadian Indian literature selections and explores the problems in finding high quality native literature to use in classes with increasing numbers of native Indians enrolled. (CRH)

Reviews various methods of teaching literature and proposes that response to literature be an element in the teaching of literature. Considers the role of the teacher in a response-centered classroom and how to create a classroom environment that will encourage interpretation and response to literature. (SRT)

Criticizes the proposed revisions in Manitoba's senior high school English curriculum for their emphasis on language development as a series of skills to be acquired rather than as an exciting means of exploring the world. (MM)

The choice between the fusion of literature and life and a pedagogy of engagement, on the one hand, and the separation of literature and life and a pedagogy of detachment, on the other, is a painful one. Philosopher of education James Gribble would rather risk some form of aestheticism than allow that a great work of literature could be viewed in…

A literary communication model cannot adjudicate the conflicting claims of transformation and enculturation: that literature is intrinsically educational, that it conduces to psychic growth as a process, irrespective of subject matter and free from the dangers of indoctrination, but that the imperative to make it instrumental to political ends…

Presents the debate on linguistic and cultural diversity within the broader discourse of educational reform across Canada. Argues that issues related to English-as-a-Second-Language students have been marginalized in back-to-basics discourse. Critiques this marginalization and analyzes the inherent contradictions of its champions. (HB)

Provides various definitions of censorship; describes a case of censorship in New Brunswick, Canada; explains what happens to materials that have been challenged; and provides a challenged materials policy and a list of books that have been challenged in Canada. (SRT)

Provides a background of response theory, two Canadian perspectives on response theory, a description of transactional response theory and response-centered curriculum, a discussion of the concepts of participant and spectator roles in literature and of the idea of narration and storying as literature, and a discussion of analysis and criticism.…