Accessibility Tools
Certain days: it is easy to imagine this small, once-prosperous river town (barely distinct from many other small, once prosperous river towns) as if you are only passing through it, shunpiking the thruways in favour of the scenic rural two-lanes on a road trip in your better, your best life. The life in which your formidable boxer-turned-human-rights-lawyer wife has simply pointed to this town on a much misfolded map and declared: Here, lunch.
Because my background is academic (and in English studies), certain disciplinary conventions still find their way into my review writing. In fact, it’s hard for me to think of my reviewing as reviewing rather than as criticism in that more university-bound sense: that is, as having something to do with the art of interpretation. It may help that most of the books I review – works of contemporary poetry and literary criticism – are considered ‘hard’ or at least esoteric, and thus in need of a little explaining. The persona I hear most recognisably in my journalistic prose is that of my former lecturer-self (a good lecture, like a good review, strikes the right balance between granular analysis and makeshift generalisation). I suppose I still think of the primary goal of my reviewing as teaching something about how to read.
PODCAST
The ABR Podcast is released every Thursday and features reviews, poetry, fiction, interviews, and commentary. Subscribe via iTunes, Google, or Spotify, or your favourite podcast app.
Gwyneth Dow has edited a collection of essays that forms a relevant and coherent whole. The authors seek to salvage what they see as ‘the good things’ in education reform of the late sixties and early seventies, reform that had weaknesses which were the result of ‘faulty thinking, poor social analysis, romantic psychological theories, slip-shod pedagogy’. The contributors to this book are Rory Barnes, Gwyneth Dow, Rod Foster, Noel P. Gough, Bill Hannan, and Doug White. Gwyneth Dow points out they do not all share the same ideological positions, but they are clearly in fundamental agreement about curriculum reform, a more democratic approach to teaching and to the running of schools, and a more socially aware view of teaching and teacher education.