Teacher experiences of critical thinking using supernaturally themed novels: implications for contemporary middle school classrooms

Teacher experiences of critical thinking using supernaturally themed novels: implications for contemporary middle school classrooms

Through the collation of teacher experiences, this qualitative research focuses on the implications of critical thinking involving supernatural themes presented in school-based literature. With the imbedded supernatural themes in the religious belief systems of some cultural groups, our Indigenous population, and the Christian majority, the implications of the critical thinking emphasis endorsed by the Australian Curriculum and its application to thematic content in the middle school English classroom is investigated in this study.

A cache of purposefully selected novels approved for use in Australian secondary schools are examined to determine the type and frequency of commonly occurring supernatural themes. These are then investigated to determine what types of cultural conflict could occur, and the subsequent impact the treatment of such themes could have on the personal belief systems and sensitivities of some groups in our multicultural society.

Teacher perspectives are examined using Interpretative Phenomenological Analysis (IPA) methodology, and this research utilises hermeneutic principles to analyse the data gathered. This investigation reveals both positive and negative impacts on pedagogical practice, and highlights the ethical conflicts eliciting critical thinking responses using such thematic novels as a stimulus has on teachers in the 21st century classroom.