ABSTRACT

This paper theoretically demonstrates the potential of textual space in making an important contribution to school ethos and cultural pedagogy. It demonstrates how culturally-inclusive (representational) textual space can be expanded throughout the school and could contribute to social justice and decolonisation efforts beyond the English Literature classroom. This is increasingly important in an age of culturally and politically securitised schooling, where government control exercised at the macro-level (colonial/neoliberal education policy) and micro-level (teaching and learning; the enactment of the formal curriculum) reproduces cultural inequality. This paper therefore argues for textual space in the English Literature classroom to be appropriated as a representational, dialogical, historical and connected space (in opposition to neoliberalism’s decontextualising and atomising agenda) for real-world political action and the democratisation of cultural production within the wider school environment.

摘要

本文从理论上论证了文本空间对学校风气和文化教育学做出重要贡献的潜力。它展示了如何在整个学校扩展文化包容性（代表性）文本空间，并可以为英语文学课堂之外的社会正义和非殖民化努力做出贡献。这在文化和政治安全化的学校教育时代变得越来越重要，政府在宏观层面（殖民/新自由主义教育政策）和微观层面（教学和学习；正式课程的制定）实施的控制再现了文化不平等。因此，本文主张英语文学课堂中的文本空间应被视为表征性的、对话性的、