Pub Date : 2023-10-27DOI: 10.1080/1358684x.2023.2267017
Xia Fang
ABSTRACTWhether creativity can be taught or not has remained an unresolved and recurring topic of debate in creative writing. Writing that is creative and imaginative is distinguished from translation, which is more derivative. However, both activities are creative in their own unique ways. With the intent of fostering creativity in creative writing, I wish to explore the following questions in this paper: Where does translation’s creativity come from? Can creativity be facilitated by the opposing forces of derivation and deviation in translation? If so, how exactly? How can a creative pedagogy be based on such disparate elements? In this essay, I argue that the contradictory characteristic of translation being both derivative and derived is consistent with a certain aspect of creativity, making it useful for creative writing. Then, I will propose a translation-based creative pedagogy while examining works from my poetry project that incorporate the practice of translation.KEYWORDS: Poetry writingpoetry translationcreativitypedagogydevianceself-expressiondialogics AcknowledgementsThe author would like to express her gratitude to the anonymous reviewers for their invaluable feedback, which helped refine and strengthen the content of the paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Yangzhou’s Outstanding Doctoral Programme: Lv Yang Jinfeng Initiative [YZLYJF2020PHD052].Notes on contributorsXia FangXia Fang is a bilingual poet and translator. She has published several collections of translated poems and her own creative and critical works have appeared in Postcolonial Text, Mascara, Mānoa, and New Writing. Some of her research interests include literary translation, intercultural/bilingual writing, and creative writing research. Xia obtained her Ph.D. from University of Macau in 2019. She is currently a Lecturer at the College of International Studies, Yangzhou University
{"title":"From the Derived to the Deviant: A Translation-Based Creative Writing Pedagogy","authors":"Xia Fang","doi":"10.1080/1358684x.2023.2267017","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2267017","url":null,"abstract":"ABSTRACTWhether creativity can be taught or not has remained an unresolved and recurring topic of debate in creative writing. Writing that is creative and imaginative is distinguished from translation, which is more derivative. However, both activities are creative in their own unique ways. With the intent of fostering creativity in creative writing, I wish to explore the following questions in this paper: Where does translation’s creativity come from? Can creativity be facilitated by the opposing forces of derivation and deviation in translation? If so, how exactly? How can a creative pedagogy be based on such disparate elements? In this essay, I argue that the contradictory characteristic of translation being both derivative and derived is consistent with a certain aspect of creativity, making it useful for creative writing. Then, I will propose a translation-based creative pedagogy while examining works from my poetry project that incorporate the practice of translation.KEYWORDS: Poetry writingpoetry translationcreativitypedagogydevianceself-expressiondialogics AcknowledgementsThe author would like to express her gratitude to the anonymous reviewers for their invaluable feedback, which helped refine and strengthen the content of the paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Yangzhou’s Outstanding Doctoral Programme: Lv Yang Jinfeng Initiative [YZLYJF2020PHD052].Notes on contributorsXia FangXia Fang is a bilingual poet and translator. She has published several collections of translated poems and her own creative and critical works have appeared in Postcolonial Text, Mascara, Mānoa, and New Writing. Some of her research interests include literary translation, intercultural/bilingual writing, and creative writing research. Xia obtained her Ph.D. from University of Macau in 2019. She is currently a Lecturer at the College of International Studies, Yangzhou University","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/1358684x.2023.2261381
Hawk Chang
ABSTRACTFairy tales have been an essential ingredient in children’s literature. Canonical fairy tales passed down from generation to generation not only enrich children’s imagination but connote significant values typical of the community. However, as time passes, contemporary writers often challenge these traditional values when they work on the same topic. This changing face is evidenced by Emma Donoghue’s rewriting of classical tales. Based on my teaching of Donoghue’s story ‘The Tale of the Bird’ alongside Andersen’s ‘Thumbelina’ at a university in Hong Kong, this paper discusses the ever-evolving cultural values and the benefit of reading Donoghue via Andersen or vice versa in the literature class and beyond.KEYWORDS: Fairy talesAndersenEmma Donoghueteaching children’s literature AcknowledgementI am grateful to the editors and the anonymous reviewers who provided insightful feedback on my paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHawk ChangHawk Chang is Assistant Professor at the Department of Literature and Cultural Studies, The Education University of Hong Kong. His research has appeared in journals such as Critique: Studies in Contemporary Fiction, Changing English, English Studies, Partial Answers, Children’s Literature in Education, The Explicator, ANQ, Journal of English Studies, Neohelicon, Tamkang Review, Wenshan Review, Journal of Language, Literature and Culture, and CLCWeb, among others.
{"title":"Teaching Fairy Tales Old and New: Revisiting Andersen via Emma Donoghue","authors":"Hawk Chang","doi":"10.1080/1358684x.2023.2261381","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2261381","url":null,"abstract":"ABSTRACTFairy tales have been an essential ingredient in children’s literature. Canonical fairy tales passed down from generation to generation not only enrich children’s imagination but connote significant values typical of the community. However, as time passes, contemporary writers often challenge these traditional values when they work on the same topic. This changing face is evidenced by Emma Donoghue’s rewriting of classical tales. Based on my teaching of Donoghue’s story ‘The Tale of the Bird’ alongside Andersen’s ‘Thumbelina’ at a university in Hong Kong, this paper discusses the ever-evolving cultural values and the benefit of reading Donoghue via Andersen or vice versa in the literature class and beyond.KEYWORDS: Fairy talesAndersenEmma Donoghueteaching children’s literature AcknowledgementI am grateful to the editors and the anonymous reviewers who provided insightful feedback on my paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHawk ChangHawk Chang is Assistant Professor at the Department of Literature and Cultural Studies, The Education University of Hong Kong. His research has appeared in journals such as Critique: Studies in Contemporary Fiction, Changing English, English Studies, Partial Answers, Children’s Literature in Education, The Explicator, ANQ, Journal of English Studies, Neohelicon, Tamkang Review, Wenshan Review, Journal of Language, Literature and Culture, and CLCWeb, among others.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/1358684x.2023.2260756
Robert Jean LeBlanc
ABSTRACTThis article explores the potential of narrative interest for secondary literature education. Narrative is a purposeful construction which is organised with the intent of having effects on readers. For rhetorical narratologists, narrative is driven by the production of narrative gaps – suspense, curiosity, and surprise – which in turn drive reader interest in their potential fulfilment. Drawing from rhetorical-functionalist approaches to literature, I rethink contemporary perspectives on reader response to focus on the pedagogical implications of narrative interest, suggesting how English teachers might use narrative interest to explore narrative openings, the power of narrator perspective, and the ethics of storytelling. This reorientation of instruction balances specific reader responses with the textual production of narrative interest through genre forms, narrator voice, and narrative organisation.KEYWORDS: Literature instructionnarratologynarrativenarrative interestreader response Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRobert Jean LeBlancRobert Jean LeBlanc, (PhD, University of Pennsylvania) is Associate Professor of ELA/Literacy and Board of Governors Research Chair of Literacy Studies at the University of Lethbridge, and Coyle Fellow at the University of Notre Dame’s Center for Literacy Education. He conducts research on literature instruction and classroom interaction. His work has appeared in journals such as Research in the Teaching of English, Written Communication, Literacy, Classroom Discourse, English Journal, Text & Talk, and Linguistics and Education.
摘要本文探讨了叙事兴趣在中学文学教育中的潜力。叙事是一种有目的的结构，其目的是对读者产生影响。对于修辞叙事学家来说，叙事是由叙事间隙的产生——悬念、好奇和惊喜——驱动的，这些间隙反过来又推动了读者对它们潜在实现的兴趣。从修辞功能主义的文学方法中，我重新思考了当代读者反应的观点，以关注叙事兴趣的教学含义，建议英语教师如何利用叙事兴趣来探索叙事的开端，叙述者视角的力量，以及讲故事的伦理。这种教学的重新定位平衡了特定的读者反应和通过体裁形式、叙述者的声音和叙事组织产生的叙事兴趣。关键词:文学教学叙事学叙事性读者反应披露声明作者未报告潜在的利益冲突。作者简介:robert Jean LeBlanc(博士，宾夕法尼亚大学)是莱斯布里奇大学文化教育协会/扫盲的副教授和理事会扫盲研究主席，也是圣母大学扫盲教育中心的科伊尔研究员。主要从事文学教学与课堂互动的研究。他的作品曾发表在《英语教学研究》、《书面交流》、《读写能力》、《课堂话语》、《英语杂志》、《文本与谈话》、《语言学与教育》等期刊上。
{"title":"What Keeps a Narrative going? Teaching Narrative Interest","authors":"Robert Jean LeBlanc","doi":"10.1080/1358684x.2023.2260756","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2260756","url":null,"abstract":"ABSTRACTThis article explores the potential of narrative interest for secondary literature education. Narrative is a purposeful construction which is organised with the intent of having effects on readers. For rhetorical narratologists, narrative is driven by the production of narrative gaps – suspense, curiosity, and surprise – which in turn drive reader interest in their potential fulfilment. Drawing from rhetorical-functionalist approaches to literature, I rethink contemporary perspectives on reader response to focus on the pedagogical implications of narrative interest, suggesting how English teachers might use narrative interest to explore narrative openings, the power of narrator perspective, and the ethics of storytelling. This reorientation of instruction balances specific reader responses with the textual production of narrative interest through genre forms, narrator voice, and narrative organisation.KEYWORDS: Literature instructionnarratologynarrativenarrative interestreader response Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRobert Jean LeBlancRobert Jean LeBlanc, (PhD, University of Pennsylvania) is Associate Professor of ELA/Literacy and Board of Governors Research Chair of Literacy Studies at the University of Lethbridge, and Coyle Fellow at the University of Notre Dame’s Center for Literacy Education. He conducts research on literature instruction and classroom interaction. His work has appeared in journals such as Research in the Teaching of English, Written Communication, Literacy, Classroom Discourse, English Journal, Text & Talk, and Linguistics and Education.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1080/1358684x.2023.2258096
Patrick Creamer
ABSTRACTBelas’ book interrogates philosophical and educational questions of knowledge, evaluating their significance for subject English. It critically examines prevalent beliefs about knowledge, challenging the simplistic notion that devising a ‘knowledge-based’ or ‘knowledge-rich’ curriculum is straightforward or without deeper complexities. It confronts ubiquitous but debatable ideas about individual knowledge within education, such as the supposed distinction between ‘knowledge’ and ‘skill’. The concept of ‘powerful knowledge’ and its positive and negative influence on curriculum issues is investigated in detail. Specific questions about English subject knowledge are explored, such as how to balance close reading of texts with contextual approaches. Furthermore, Belas argues that a focus on writing is desirable for the evolution of subject English and education.KEYWORDS: Subject Englishcurriculumskillknowledgephilosophycreative writingsubject hierarchisationclose reading and context Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. AFOREST – Alliteration, Facts, Opinion, Rhetorical Question, Emotion, Statistics, Three – rule of three. TEEL – Topic sentence, Explanation, Evidence, Link. PEEL – Point, Evidence, Explanation, Link. PEE – Point, Evidence, Evaluation.Additional informationNotes on contributorsPatrick CreamerPatrick Creamer is a doctoral student at UCL researching the philosophy of education, with a focus on using inferentialism to explore knowledge within subject English. He is a former teacher of GCSE and A level English in further education.
{"title":"Knowledge and English <i>A Philosophical Enquiry into Subject English and Creative Writing</i> , by Oli Belas, London, Routledge, 2023, 146 pp., Hardback £120; £35.09 (ebook), ISBN 978-0367-48736-2","authors":"Patrick Creamer","doi":"10.1080/1358684x.2023.2258096","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2258096","url":null,"abstract":"ABSTRACTBelas’ book interrogates philosophical and educational questions of knowledge, evaluating their significance for subject English. It critically examines prevalent beliefs about knowledge, challenging the simplistic notion that devising a ‘knowledge-based’ or ‘knowledge-rich’ curriculum is straightforward or without deeper complexities. It confronts ubiquitous but debatable ideas about individual knowledge within education, such as the supposed distinction between ‘knowledge’ and ‘skill’. The concept of ‘powerful knowledge’ and its positive and negative influence on curriculum issues is investigated in detail. Specific questions about English subject knowledge are explored, such as how to balance close reading of texts with contextual approaches. Furthermore, Belas argues that a focus on writing is desirable for the evolution of subject English and education.KEYWORDS: Subject Englishcurriculumskillknowledgephilosophycreative writingsubject hierarchisationclose reading and context Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. AFOREST – Alliteration, Facts, Opinion, Rhetorical Question, Emotion, Statistics, Three – rule of three. TEEL – Topic sentence, Explanation, Evidence, Link. PEEL – Point, Evidence, Explanation, Link. PEE – Point, Evidence, Evaluation.Additional informationNotes on contributorsPatrick CreamerPatrick Creamer is a doctoral student at UCL researching the philosophy of education, with a focus on using inferentialism to explore knowledge within subject English. He is a former teacher of GCSE and A level English in further education.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/1358684x.2023.2256242
Nick Bentley
ABSTRACTThis essay examines learners’ understanding of how they use role. It draws upon a semi-structured interview with five Year 7 students, which took place after their first lesson exploring Darkwood Manor, a gothic sequence of drama. Considering the elements which shape how they adopt roles in the classroom, I interrogate the students’ reflections, including ideas about their personal motivations, co-creation of the drama, peer interactions and response to the teacher. I explore how the students use and understand role, and how they are able to articulate their thinking about role-play, pointing towards perceptive reflections on the factors at play when roles are adopted in classroom drama.KEYWORDS: Dramarolestudent interviewrole-playteacher-in-role Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNick BentleyNick Bentley is a doctoral student at the Institute of Education, UCL, where he is undertaking research into the use of teacher-in-role. Nick has been working as a Drama, English and Literacy teacher in a secondary school in East London since qualifying from his pre-service teacher education (PGCE) programme in 2014.
{"title":"Students’ Understanding of Role","authors":"Nick Bentley","doi":"10.1080/1358684x.2023.2256242","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2256242","url":null,"abstract":"ABSTRACTThis essay examines learners’ understanding of how they use role. It draws upon a semi-structured interview with five Year 7 students, which took place after their first lesson exploring Darkwood Manor, a gothic sequence of drama. Considering the elements which shape how they adopt roles in the classroom, I interrogate the students’ reflections, including ideas about their personal motivations, co-creation of the drama, peer interactions and response to the teacher. I explore how the students use and understand role, and how they are able to articulate their thinking about role-play, pointing towards perceptive reflections on the factors at play when roles are adopted in classroom drama.KEYWORDS: Dramarolestudent interviewrole-playteacher-in-role Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNick BentleyNick Bentley is a doctoral student at the Institute of Education, UCL, where he is undertaking research into the use of teacher-in-role. Nick has been working as a Drama, English and Literacy teacher in a secondary school in East London since qualifying from his pre-service teacher education (PGCE) programme in 2014.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/1358684x.2023.2253178
Amy Saleh
This essay explores the teaching and learning of Black British literature in UK secondary schools with reference to texts that now appear on GCSE English Literature specifications. It seeks to reveal some of the issues that may arise when teaching texts that deal with race and racism while emphasising the role of racial literacy in facilitating dialogue around these. By discussing initial considerations for teaching, I hope to support teachers new to teaching such literature feel better prepared to do so.
{"title":"Black British Literature in the Secondary English Classroom","authors":"Amy Saleh","doi":"10.1080/1358684x.2023.2253178","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2253178","url":null,"abstract":"This essay explores the teaching and learning of Black British literature in UK secondary schools with reference to texts that now appear on GCSE English Literature specifications. It seeks to reveal some of the issues that may arise when teaching texts that deal with race and racism while emphasising the role of racial literacy in facilitating dialogue around these. By discussing initial considerations for teaching, I hope to support teachers new to teaching such literature feel better prepared to do so.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1080/1358684x.2023.2237948
Rachel LaMear, Sam von Gillern
{"title":"Super Smash Sisters: Critical Literacy, Gender, and Video Games in the Elementary Classroom","authors":"Rachel LaMear, Sam von Gillern","doi":"10.1080/1358684x.2023.2237948","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2237948","url":null,"abstract":"","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47880061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/1358684x.2023.2233099
Francis Gilbert
{"title":"Review of ‘Creativity in the English Curriculum: Historical Perspectives and Future Directions’","authors":"Francis Gilbert","doi":"10.1080/1358684x.2023.2233099","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2233099","url":null,"abstract":"","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45393269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.1080/1358684x.2023.2233077
Victoria Elliott, Sarah Olive
In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017–18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as ‘Active Methods’ and consider their popularity in secondary classrooms, and why teachers say they do or do not use them. The most popular activities for teaching Shakespeare plays in the UK across the key stages are as follows: reading with parts around the groups; creating scene summaries; watching a film; and historical context activities.
{"title":"Secondary Shakespeare in the UK: Pedagogies and Practice","authors":"Victoria Elliott, Sarah Olive","doi":"10.1080/1358684x.2023.2233077","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2233077","url":null,"abstract":"In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017–18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as ‘Active Methods’ and consider their popularity in secondary classrooms, and why teachers say they do or do not use them. The most popular activities for teaching Shakespeare plays in the UK across the key stages are as follows: reading with parts around the groups; creating scene summaries; watching a film; and historical context activities.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44000624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.1080/1358684x.2023.2233083
Bella Illesca
{"title":"Beyond Measure: The Potential of Storytelling to Challenge Standardised English","authors":"Bella Illesca","doi":"10.1080/1358684x.2023.2233083","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2233083","url":null,"abstract":"","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45431129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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