Pub Date : 2023-03-12DOI: 10.1080/04250494.2023.2186221
MG Prezioso
ABSTRACT In light of recent concerns in the United States and the United Kingdom regarding the rote and restrictive nature of English literature instruction, this article offers an approach to teaching literature rooted not in knowledge, as literary pedagogy is often conceptualised, but instead in understanding. Reading for understanding extends beyond extracting information to creating structures of patterns through which readers can examine concepts, events, and experiences. The goal of this article is to define understanding and argue that it is an important yet overlooked dimension of literary education.
{"title":"From knowledge to understanding: a reorientation of English literature education","authors":"MG Prezioso","doi":"10.1080/04250494.2023.2186221","DOIUrl":"https://doi.org/10.1080/04250494.2023.2186221","url":null,"abstract":"ABSTRACT In light of recent concerns in the United States and the United Kingdom regarding the rote and restrictive nature of English literature instruction, this article offers an approach to teaching literature rooted not in knowledge, as literary pedagogy is often conceptualised, but instead in understanding. Reading for understanding extends beyond extracting information to creating structures of patterns through which readers can examine concepts, events, and experiences. The goal of this article is to define understanding and argue that it is an important yet overlooked dimension of literary education.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"9 1","pages":"135 - 147"},"PeriodicalIF":0.9,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77889651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1080/04250494.2023.2183837
Jen Scott Curwood, Katherine Bull
{"title":"In their own words: amplifying critical literacy and social justice pedagogy through spoken word poetry","authors":"Jen Scott Curwood, Katherine Bull","doi":"10.1080/04250494.2023.2183837","DOIUrl":"https://doi.org/10.1080/04250494.2023.2183837","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"76 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85478460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/04250494.2023.2157559
J. Hodgson
When writing can change your life, when writing can enrich you by offering much money, why don't you try it? Are you still very confused of where getting the ideas? Do you still have no idea with what you are going to write? Now, you will need reading. A good writer is a good reader at once. You can define how you write depending on what books to read. This quality of experience can help you to solve the problem. It can be one of the right sources to develop your writing skill.
{"title":"Quality of experience","authors":"J. Hodgson","doi":"10.1080/04250494.2023.2157559","DOIUrl":"https://doi.org/10.1080/04250494.2023.2157559","url":null,"abstract":"When writing can change your life, when writing can enrich you by offering much money, why don't you try it? Are you still very confused of where getting the ideas? Do you still have no idea with what you are going to write? Now, you will need reading. A good writer is a good reader at once. You can define how you write depending on what books to read. This quality of experience can help you to solve the problem. It can be one of the right sources to develop your writing skill.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"30 1","pages":"1 - 2"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83114455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/04250494.2023.2157564
Sue Dymoke
"Tapioca." English in Education, 57(1), p. 3 Additional informationNotes on contributorsSue DymokeSue Dymoke is an Associate Professor of Education at Nottingham Trent University, where her research focuses on creativity and Young Poets' Stories, the poetry writing development of young poets. She has published three full poetry collections including What They Left Behind (Shoestring Press, 2018). For more about her work visit suedymokepoetry.com
{"title":"Tapioca","authors":"Sue Dymoke","doi":"10.1080/04250494.2023.2157564","DOIUrl":"https://doi.org/10.1080/04250494.2023.2157564","url":null,"abstract":"\"Tapioca.\" English in Education, 57(1), p. 3 Additional informationNotes on contributorsSue DymokeSue Dymoke is an Associate Professor of Education at Nottingham Trent University, where her research focuses on creativity and Young Poets' Stories, the poetry writing development of young poets. She has published three full poetry collections including What They Left Behind (Shoestring Press, 2018). For more about her work visit suedymokepoetry.com","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135754955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/04250494.2022.2157568
Furzeen Ahmed, April Baker-Bell, Daniel Clayton, I. Cushing
Language has always played a central part in the crafting and maintenance of racial inequalities in English education. Building on long histories of anti-racist work and activism, scholars have highlighted the different ways in which racialised communities are perceived as displaying linguistic deficiencies and in need of corrective procedures if they are to succeed in school and broader society. For example, Black children are regularly instructed that they must learn to code-switch and modify their language so that it appropriates whiteness (e.g. Baker-Bell 2020); narratives of “word gaps” continue to frame the language practices of racialised children as limited and lacking (e.g. Cushing 2022); curricula rooted in white supremacist and colonial logics continue to dominate classrooms around the world (e.g. Tanner 2019); assessments work to miscategorise Black language and perpetuate anti-Blackness (e.g
{"title":"Spring 2024 Special Edition (Vol. 58, Issue 1) Race, language and (in)equality","authors":"Furzeen Ahmed, April Baker-Bell, Daniel Clayton, I. Cushing","doi":"10.1080/04250494.2022.2157568","DOIUrl":"https://doi.org/10.1080/04250494.2022.2157568","url":null,"abstract":"Language has always played a central part in the crafting and maintenance of racial inequalities in English education. Building on long histories of anti-racist work and activism, scholars have highlighted the different ways in which racialised communities are perceived as displaying linguistic deficiencies and in need of corrective procedures if they are to succeed in school and broader society. For example, Black children are regularly instructed that they must learn to code-switch and modify their language so that it appropriates whiteness (e.g. Baker-Bell 2020); narratives of “word gaps” continue to frame the language practices of racialised children as limited and lacking (e.g. Cushing 2022); curricula rooted in white supremacist and colonial logics continue to dominate classrooms around the world (e.g. Tanner 2019); assessments work to miscategorise Black language and perpetuate anti-Blackness (e.g","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"10 1","pages":"69 - 72"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84213199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1080/04250494.2022.2149394
T. Lahey
ABSTRACT This study investigates the interpretive approaches of three English teachers working in different grade levels with the same poem, Walt Whitman’s When I Heard the Learn’d Astronomer. The researcher sought to learn what the teachers identified as most valuable about studying poetry in school, what interpretive approaches they employed to enact those values, and what the interpretive approaches afforded students in their classes. Classroom observations of the three English teachers, along with interviews, a review of student work, and a review of scholarship in the field of English education resulted in the articulation of three interpretive approaches to the teaching of a poem, insights into the teachers’ rationales for using particular approaches, and descriptions of what each approach afforded students.
{"title":"Star gazing: interpretive approaches to Whitman’s When I Heard the Learn’d Astronomer","authors":"T. Lahey","doi":"10.1080/04250494.2022.2149394","DOIUrl":"https://doi.org/10.1080/04250494.2022.2149394","url":null,"abstract":"ABSTRACT This study investigates the interpretive approaches of three English teachers working in different grade levels with the same poem, Walt Whitman’s When I Heard the Learn’d Astronomer. The researcher sought to learn what the teachers identified as most valuable about studying poetry in school, what interpretive approaches they employed to enact those values, and what the interpretive approaches afforded students in their classes. Classroom observations of the three English teachers, along with interviews, a review of student work, and a review of scholarship in the field of English education resulted in the articulation of three interpretive approaches to the teaching of a poem, insights into the teachers’ rationales for using particular approaches, and descriptions of what each approach afforded students.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"7 1","pages":"45 - 58"},"PeriodicalIF":0.9,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78677466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.1080/04250494.2022.2145943
B. Green
ABSTRACT All too often lost in the pressure and intensity of the current practice of English teachers and literacy educators is due acknowledgement of the continuing importance of history. This paper brings together two concerns: the work of Margaret Meek Spencer as a key figure in the history of English teaching, reading pedagogy and literacy education, and the value of curriculum inquiry as a resource for re-focusing and renewing the field. In that context, the paper introduces a particular notion of literature as curriculum, working first with one of Meek’s most generative texts and then linking with another key figure in English curriculum history, James Moffett, to outline what is possible when the relationship between literature and curriculum is richly reconceptualised.
{"title":"Margaret’s reading lessons; or, literature as curriculum","authors":"B. Green","doi":"10.1080/04250494.2022.2145943","DOIUrl":"https://doi.org/10.1080/04250494.2022.2145943","url":null,"abstract":"ABSTRACT All too often lost in the pressure and intensity of the current practice of English teachers and literacy educators is due acknowledgement of the continuing importance of history. This paper brings together two concerns: the work of Margaret Meek Spencer as a key figure in the history of English teaching, reading pedagogy and literacy education, and the value of curriculum inquiry as a resource for re-focusing and renewing the field. In that context, the paper introduces a particular notion of literature as curriculum, working first with one of Meek’s most generative texts and then linking with another key figure in English curriculum history, James Moffett, to outline what is possible when the relationship between literature and curriculum is richly reconceptualised.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"23 1","pages":"59 - 68"},"PeriodicalIF":0.9,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89777686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1080/04250494.2022.2135431
Lucinda Kerawalla, Meera Chudasama, D. Messer
ABSTRACT Previous research suggests that students can use exploratory talk to support their thinking and learning. However, students’ own perspectives on such talk, and whether/how they value it, are rarely sought. Thirty 12-year-olds and their teacher used Talk Factory on an interactive whiteboard and iPads to support exploratory talk in English lessons twice/week for five weeks. Four focal students took photographs and chose words that described their feelings; their responses were discussed in two interviews together with their experiences of the lessons. These students were video recorded whilst presenting their experiences and opinions to the class. Thematic analysis of the interviews identified four themes: how students adopted exploratory talk, challenges they faced, ownership of their discussions, and the value of mobilising their ideas. The students described feeling more empowered, more engaged, and how they valued the exploration of difference.
{"title":"“We can make our words powerful”: students’ perspectives about using Talk Factory, a classroom technology to support exploratory talk","authors":"Lucinda Kerawalla, Meera Chudasama, D. Messer","doi":"10.1080/04250494.2022.2135431","DOIUrl":"https://doi.org/10.1080/04250494.2022.2135431","url":null,"abstract":"ABSTRACT Previous research suggests that students can use exploratory talk to support their thinking and learning. However, students’ own perspectives on such talk, and whether/how they value it, are rarely sought. Thirty 12-year-olds and their teacher used Talk Factory on an interactive whiteboard and iPads to support exploratory talk in English lessons twice/week for five weeks. Four focal students took photographs and chose words that described their feelings; their responses were discussed in two interviews together with their experiences of the lessons. These students were video recorded whilst presenting their experiences and opinions to the class. Thematic analysis of the interviews identified four themes: how students adopted exploratory talk, challenges they faced, ownership of their discussions, and the value of mobilising their ideas. The students described feeling more empowered, more engaged, and how they valued the exploration of difference.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"58 1","pages":"28 - 44"},"PeriodicalIF":0.9,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90913131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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