Selected publications related to literary education, literary methods, and literary research by members of the Literary Education Lab.

de Freitas, E., & Truman, S. E. (2020). New Empiricisms in the Anthropocene: Thinking With Speculative Fiction About Science and Social Inquiry. Qualitative Inquiry. Open Access online first:

de Freitas, E. & Truman, S. E. (2020). Science fiction and science dis/trust: Thinking with Bruno Latour’s Gaia and Liu Cixin’s The Three-body Problem. Rhizomes: Cultural Studies in Emerging Knowledge, no. 36, 2020, doi:10.20415/rhiz/036.e02

McLean Davies L. (2011). Magwitch madness: Archive fever and the teaching of Australian literature. In Doecke B, McLean-Davies L & Mead P (Eds.), Teaching Australian Literature: From classroom conversations to national imaginings. Kent Town, Australia: Wakefield Press, p.p. 129-152.

McLean Davies, L. (2014). You are what you read: Text selection and cultural capital in the (globalising) English classroom. In A. Goodwyn, L. Reid, & C. Durrant, International Perspectives on Teaching English in a Globalized World, Routledge US (New York), p.p. 235-244.

McLean Davies, L, and Buzacott, L. (2018). Re-forming the nation: Curriculum, Text Selection and Asian Literature in Subject English in Australia. In Chin Ee, Loh, Suzanne Choo and Catherine Beavis (Eds), Literature Education in the Asia-Pacific: Policies, Practices and Perspectives in Global Times. (Taylor & Francis).

McLean Davies, L., Buzacott, L., & Martin, S.K. (2018). Growing the nation: The influence of Dartmouth on the teaching of literature in subject English in Australia. In Goodwyn, A. (Ed). The Future of English Teaching Worldwide. Routledge.

McLean Davies, L., Doecke B & Mead P. (2013). Reading the Local and Global: Teaching Literature in Secondary Schools in Australia. Changing English: studies in culture and education, 20(3), 224-240.

McLean Davies, L & Kent H. (2011). From literature to literary practice: teaching texts in the Australian English curriculum. In B. Doecke, G. Parr & W. Sawyer (Eds.), Creating an Australian Curriculum for English: National agendas, local contexts. Melbourne, Australia: Phoenix Education, p.p. 99-112.

McLean Davies, L., & Martin, S. (2017). What the Dickens: exploring the role of canonical texts in mediating national identity in subject English in Australia. In Tim Dolin, Joanne Jones and Patricia Dowsett (Eds), Required Reading: Literature in Australian Schools 1945-2005. Monash University Press.

McLean Davies, L. & Martin, S.K., (2017). Worlding settler texts: Who’s Afraid of Miles Franklin. Australian Literary Studies. 32(2).

McLean Davies, L., Martin, S.K., Buzacott, L. (2017) Worldly Reading: Teaching Australian literature in the twenty-first century. English in Australia. 52 (3). 21-30.

McLean Davies, L., Truman, S.E. & Buzacott, L. (2020) Teacher-researchers: a pilot project for unsettling the secondary Australian literary canon, Gender and Education.

Truman, S.E., Hackett, A., Pahl, K., McLean Davies, L., & Escott, H. (2020). The Capaciousness of No: Affective Refusals as Literacy Practices. Reading Research Quarterly.

Truman, S. E. (2019). Inhuman literacies and affective refusals: Thinking with Sylvia Wynter and secondary school English. Curriculum Inquiry, 49(1), 110-128. 

Truman, S. E. (2019). SF! Haraway’s Situated Feminisms and Speculative Fabulations in  English Class. Studies in Philosophy and Education, 38(1), 31-42.

Truman, S. E. (2019). White déjà vu: unsettling the certainty of the English Canon. English in Australia.

Truman, S., E. (2016). Intratextual Entanglements: Emergent Pedagogies and the productive potential of texts. (pp. 91-108). In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwaska (Eds.) Pedagogical Matters: New materialisms and curriculum studies. NY: Peter Lang.