This extended contribution to English’s forum on teaching poetry seeks to shift discussion away from the capabilities, expectations, and motivations of students in university poetry seminars and invite university educators to reflect on how aspects of their practice consciously and unconsciously effect how poetry is understood by new generations. The article recounts how the author’s understanding of silence in poetry classrooms in schools and universities has developed over time. In doing so, it models processes of reflective practice and reflexivity that might be less familiar to university teaching colleagues than it is to those who have undertaken training to teach in schools. The article argues that engaging with processes of reflective practice not only stands to benefit individual poetry teachers and their students, but can also empower us to think more critically and collectively about the purposes we serve and the principles that underpin our work as educators in the discipline of English.
{"title":"Silence in the Classroom: reflections on teaching poetry in UK secondary schools and universities","authors":"John Blackmore","doi":"10.1093/english/efae013","DOIUrl":"https://doi.org/10.1093/english/efae013","url":null,"abstract":"This extended contribution to English’s forum on teaching poetry seeks to shift discussion away from the capabilities, expectations, and motivations of students in university poetry seminars and invite university educators to reflect on how aspects of their practice consciously and unconsciously effect how poetry is understood by new generations. The article recounts how the author’s understanding of silence in poetry classrooms in schools and universities has developed over time. In doing so, it models processes of reflective practice and reflexivity that might be less familiar to university teaching colleagues than it is to those who have undertaken training to teach in schools. The article argues that engaging with processes of reflective practice not only stands to benefit individual poetry teachers and their students, but can also empower us to think more critically and collectively about the purposes we serve and the principles that underpin our work as educators in the discipline of English.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141886176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Ashbery is a domestic poet. He recognizes that the home contains and organizes a plurality of objects, but also a plurality of thoughts, experiences, and social roles. The domesticity of Ashbery’s poetry materializes many of the contradictory abstractions of modern life, and gives them a place, even if their relationship with each other remains obscure. His poetic homes are microcosms of America, macrocosms of the mind, and material languages. The suburban home is defined in opposition to everything chaotic, decentred, and unstable: rapidly advancing technology, the cyclical renewals of nature, a carnivorous economy, the expanse of air and sky. Paradoxically, the home depends on these opposing forces, even incorporating them into itself, because for Ashbery the domestic is the conscious frame within which things are understood. His image for this kind of domestic perception is the houseboat: homely, comfortable, anchored between nature and civilization, and always in flux.
{"title":"‘All These Unimportant Details’: John Ashbery at home","authors":"Paul Norris","doi":"10.1093/english/efad033","DOIUrl":"https://doi.org/10.1093/english/efad033","url":null,"abstract":"John Ashbery is a domestic poet. He recognizes that the home contains and organizes a plurality of objects, but also a plurality of thoughts, experiences, and social roles. The domesticity of Ashbery’s poetry materializes many of the contradictory abstractions of modern life, and gives them a place, even if their relationship with each other remains obscure. His poetic homes are microcosms of America, macrocosms of the mind, and material languages. The suburban home is defined in opposition to everything chaotic, decentred, and unstable: rapidly advancing technology, the cyclical renewals of nature, a carnivorous economy, the expanse of air and sky. Paradoxically, the home depends on these opposing forces, even incorporating them into itself, because for Ashbery the domestic is the conscious frame within which things are understood. His image for this kind of domestic perception is the houseboat: homely, comfortable, anchored between nature and civilization, and always in flux.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139580373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article tracks the moisture that spills across Ocean Vuong’s poetry and prose. Whereas the oceanic serves as the spectacular site across which Vietnamese refugees are rescued and rehabilitated through the scripts of US humanitarianism, moisture – as an ambient material and process – coagulates a queer, minor mode of refugee mourning and melancholia in the ongoing aftermath of the War in Vietnam. Pooling together these leftover liquids – sweat, mud, blood, amniotic fluid, semen, and urine – this study considers how the literary and chemical properties of humidity can alter extant epistemic configurations of war: not as an exceptional event, but instead as an everyday surround that continues to be weathered.
{"title":"Leftover liquids and the moisture of mourning: the oozes of Ocean Vuong’s oeuvre","authors":"Minh Huynh Vu","doi":"10.1093/english/efad029","DOIUrl":"https://doi.org/10.1093/english/efad029","url":null,"abstract":"This article tracks the moisture that spills across Ocean Vuong’s poetry and prose. Whereas the oceanic serves as the spectacular site across which Vietnamese refugees are rescued and rehabilitated through the scripts of US humanitarianism, moisture – as an ambient material and process – coagulates a queer, minor mode of refugee mourning and melancholia in the ongoing aftermath of the War in Vietnam. Pooling together these leftover liquids – sweat, mud, blood, amniotic fluid, semen, and urine – this study considers how the literary and chemical properties of humidity can alter extant epistemic configurations of war: not as an exceptional event, but instead as an everyday surround that continues to be weathered.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138579090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, a case is made for confident self-expression as a practice of democratic citizenship that is no less important than literacy. This article then considers what is entailed in ‘doing citizenship’ as opposed to ‘being a citizen’.
{"title":"A manifesto for communication studies","authors":"Stephen Coleman","doi":"10.1093/english/efad025","DOIUrl":"https://doi.org/10.1093/english/efad025","url":null,"abstract":"In this article, a case is made for confident self-expression as a practice of democratic citizenship that is no less important than literacy. This article then considers what is entailed in ‘doing citizenship’ as opposed to ‘being a citizen’.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this article I argue that oracy is disciplinary: it has both generic and subject-specific dimensions that need to be taught explicitly. As such, every educator has a responsibility for teaching students the oracy skills they need in their subject domain; and providing them with the opportunity to practise using them. It cannot be hidden within a single department (e.g. treated as part of ‘English’ only), or treated as an add-on (e.g. ‘academic skills’, taught a-contextually and without relation to subject-experts).
{"title":"Is every teacher a teacher of oracy?","authors":"Amanda Moorghen","doi":"10.1093/english/efad030","DOIUrl":"https://doi.org/10.1093/english/efad030","url":null,"abstract":"Abstract In this article I argue that oracy is disciplinary: it has both generic and subject-specific dimensions that need to be taught explicitly. As such, every educator has a responsibility for teaching students the oracy skills they need in their subject domain; and providing them with the opportunity to practise using them. It cannot be hidden within a single department (e.g. treated as part of ‘English’ only), or treated as an add-on (e.g. ‘academic skills’, taught a-contextually and without relation to subject-experts).","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This introduction frames the guest edition of the journal on ‘Oracy and English Studies’. The pieces in this special forum explore how a renewed focus on speaking can re-imagine what it means to ‘do English’. We are two university-level teachers, one from Classics, one from English, eager to explore the potential of this idea. We have brought together a series of short provocations from leading UK-based practitioners both within and beyond the subject area: including a speech-writer, university teachers of Shakespeare and contemporary poetry, charity leaders, and political communication specialists. Their pieces reflect on classroom practices including reading aloud and vocalization, impersonation, the analysis of political speeches and argumentation, or getting students to interrogate their attitudes to their own voices. In each case, our contributors have been asked to respond to the concept from educational theory known as ‘oracy’ (simply put, ‘listening and speaking skills’). English studies clearly need to grapple with this suddenly ubiquitous concept. Not just for its political resonances, but because it is rich in implications for teachers of English at all levels, and deserves greater recognition and interrogation beyond the world of education.
本文介绍了《Oracy and English Studies》杂志的客座版。这个特别论坛的文章探讨了重新关注口语如何重新想象“做英语”的意义。我们是两位校级教师，一位来自古典，一位来自英语，渴望探索这一理念的潜力。我们汇集了一系列简短的挑衅，这些挑衅来自于该学科领域内外的英国领先从业者:包括演讲撰稿人、莎士比亚和当代诗歌的大学教师、慈善机构领导人和政治传播专家。他们的作品反映了课堂实践，包括大声朗读和发声，模仿，分析政治演讲和辩论，或者让学生质疑他们对自己声音的态度。在每种情况下，我们的撰稿人都被要求对教育理论中被称为“oracy”(简单地说，“听力和口语技能”)的概念做出回应。英语学习显然需要应对这个突然无处不在的概念。不仅因为它在政治上的共鸣，还因为它对各级英语教师都有丰富的启示，值得在教育领域之外得到更多的认可和质疑。
{"title":"Making the voice matter in English Studies Teaching","authors":"Arlene Holmes-Henderson, Tom F Wright","doi":"10.1093/english/efad023","DOIUrl":"https://doi.org/10.1093/english/efad023","url":null,"abstract":"Abstract This introduction frames the guest edition of the journal on ‘Oracy and English Studies’. The pieces in this special forum explore how a renewed focus on speaking can re-imagine what it means to ‘do English’. We are two university-level teachers, one from Classics, one from English, eager to explore the potential of this idea. We have brought together a series of short provocations from leading UK-based practitioners both within and beyond the subject area: including a speech-writer, university teachers of Shakespeare and contemporary poetry, charity leaders, and political communication specialists. Their pieces reflect on classroom practices including reading aloud and vocalization, impersonation, the analysis of political speeches and argumentation, or getting students to interrogate their attitudes to their own voices. In each case, our contributors have been asked to respond to the concept from educational theory known as ‘oracy’ (simply put, ‘listening and speaking skills’). English studies clearly need to grapple with this suddenly ubiquitous concept. Not just for its political resonances, but because it is rich in implications for teachers of English at all levels, and deserves greater recognition and interrogation beyond the world of education.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This short essay tells the story of how much my thinking about literature, and the kind of questions I ask students, have changed since I first attended to the features of the physical voice – tone and timbre – and their role in reading.
{"title":"Becoming less silent readers","authors":"Jennifer Richards","doi":"10.1093/english/efad027","DOIUrl":"https://doi.org/10.1093/english/efad027","url":null,"abstract":"Abstract This short essay tells the story of how much my thinking about literature, and the kind of questions I ask students, have changed since I first attended to the features of the physical voice – tone and timbre – and their role in reading.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Published in the same year as the 1973 oil crisis, J. G. Ballard’s Crash examines the pathological desires that maintain the subject’s entanglement and complicity with fossil fuel infrastructure. The novel functions as a colliding network of hallucinatory renderings that reveal the unconscious, programmed compulsions underpinning petromodern destruction. Combining recent work in the energy humanities with Gilles Deleuze and Félix Guattari’s theory of ‘desiring-production’, I consider subjectivity as a form of energy input, arguing that a process of psychological engineering coopts flows of desiring-energy to fuel the engine of petroculture’s death drive. This engineering not only naturalizes petro-consumption but aggressively sexualizes the inherent violence of petrocultural values, aesthetics, and technologies. Drawing on the tropes and narratorial styles of horror, fantasy, and science fiction, Crash stages a contrast between this culture’s assumed technological ‘Autopia’ and the perverse reality of its dehumanizing ‘autogeddon’. In this way, the novel both echoes and undermines the utopian imaginaries that powered the construction of a social reality based on the movement of the car itself.
{"title":"‘A benevolent technology’: Desiring-production and the petromodern death drive in J. G. Ballard’s <i>Crash</i>","authors":"William Taylor","doi":"10.1093/english/efad028","DOIUrl":"https://doi.org/10.1093/english/efad028","url":null,"abstract":"Abstract Published in the same year as the 1973 oil crisis, J. G. Ballard’s Crash examines the pathological desires that maintain the subject’s entanglement and complicity with fossil fuel infrastructure. The novel functions as a colliding network of hallucinatory renderings that reveal the unconscious, programmed compulsions underpinning petromodern destruction. Combining recent work in the energy humanities with Gilles Deleuze and Félix Guattari’s theory of ‘desiring-production’, I consider subjectivity as a form of energy input, arguing that a process of psychological engineering coopts flows of desiring-energy to fuel the engine of petroculture’s death drive. This engineering not only naturalizes petro-consumption but aggressively sexualizes the inherent violence of petrocultural values, aesthetics, and technologies. Drawing on the tropes and narratorial styles of horror, fantasy, and science fiction, Crash stages a contrast between this culture’s assumed technological ‘Autopia’ and the perverse reality of its dehumanizing ‘autogeddon’. In this way, the novel both echoes and undermines the utopian imaginaries that powered the construction of a social reality based on the movement of the car itself.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The recognition of the importance of supporting children to learn to, and through, talk (often referred to as ‘oracy’) increasingly has prominence in educational and political discourse. However in the past decade the assessment of spoken language has been removed from GCSE exams, and nothing has replaced this vital measure of communication at a fundamental point in young people's progression. This article argues that this has helped to ensure oracy - speaking and listening - remains on the periphery, when increasingly evidence indicates that it should be central to all children and young people's education.
{"title":"The case for assessing oracy in primary and secondary schools in England","authors":"Ameena Khan Sullivan, Annabel Thomas MacGregor","doi":"10.1093/english/efad024","DOIUrl":"https://doi.org/10.1093/english/efad024","url":null,"abstract":"Abstract The recognition of the importance of supporting children to learn to, and through, talk (often referred to as ‘oracy’) increasingly has prominence in educational and political discourse. However in the past decade the assessment of spoken language has been removed from GCSE exams, and nothing has replaced this vital measure of communication at a fundamental point in young people's progression. This article argues that this has helped to ensure oracy - speaking and listening - remains on the periphery, when increasingly evidence indicates that it should be central to all children and young people's education.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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