Ken Watson Address

The Ken Watson Address

To honour a remarkable educator, the ETA has named the keynote address of the annual conference for Ken Watson who has supported and inspired more than a generation of English teachers. The address focuses on an area of particular significance for the time and this collection of keynotes will provide a record of key concerns for the English teaching profession.

2005: Dr Ken Watson

English Teaching and its Critics
After a year of unprecedented attacks on current practices of teaching English, Ken Watson puts these into perspective by presenting a historical overview of the criticisms of the past 30 years and explains why they are not valid.

2006: Dr Paul Brock

The significance of English in contemporary secondary education; it's time to reclaim the territory.
Dr Paul Brock reflects on the importance of literature to the teaching of English, to his life and to the lives of us all.

2007: Jack Thomson

Some Lasting Principles and Methods of English Teaching: Towards A Rhetorical, Ethical, Socio-Cultural, Political Model Of The English Curriculum
Jack Thomson counters the utilitarian and divisive attitudes towards education prevalent amongst politicians today by offering and explaining approaches to teaching English for engagement with and pleasure in reading and for the development of thoughtful and reflective learners.

2008: Dr Wendy Morgan

Creating Space for the Creative: Rethinking English Curriculum
Wendy Morgan stages a conversation between the curriculum writer, the poet, and the teacher to explore this issue from multiple perspectives.

2009: Associate Professor Ray Misson

"And this gives life to thee":  Refreshing our teaching of Shakespeare

2010: Associate Professor Sherman Young

The Book is Dead, Long Live the Book


2011: Dr Felicity Plunkett

Blood and Bone: an anatomy of wreading

The emergence of an Australian curriculum offers an opportunity to explore and incorporate some of the most inspiring creative and pedagogical models in our burgeoning discipline. As well as the bones of syllabi and rubric an imagined anatomy of an emerging curriculum must also consider blood: protean and transformative, reinventing itself responsively. In this lecture I examine the possibilities of a fruitful nexus between reading and writing, termed ‘wreading’ by key American theorists. Its focus is on how we do what we do in what I call ‘the charged classroom’, and I offer practical ideas and experiments from the metaphor-strewn laboratory of my own thinking as a reader, writer, editor and teacher.