Pub Date : 2023-06-01DOI: 10.1080/1358684x.2023.2212626
Andrew Rejan
{"title":"Cultivating Confusion in Teaching The Turn of the Screw","authors":"Andrew Rejan","doi":"10.1080/1358684x.2023.2212626","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2212626","url":null,"abstract":"","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49531703","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 : 2023-04-03DOI: 10.1080/1358684X.2023.2196611
H. Miller, Shelby Boehm, Kathleen Colantonio-Yurko, Britt Adams, Gillian Mertens
ABSTRACT Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and develop in this article places canonical texts in conversation with young adult adaptations of the canonical source material. We draw on scholarship that positions young adult literature as a vehicle for addressing rape culture and sexual violence and scholarship that illustrates critical canonical teaching to demonstrate how both genres of text can work together to push against ideologies that normalise sexual violence.
{"title":"Naming and Challenging Rape Culture in English Curriculum: A Framework for Teaching Canonical Texts with Contemporary Adaptations","authors":"H. Miller, Shelby Boehm, Kathleen Colantonio-Yurko, Britt Adams, Gillian Mertens","doi":"10.1080/1358684X.2023.2196611","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2196611","url":null,"abstract":"ABSTRACT Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and develop in this article places canonical texts in conversation with young adult adaptations of the canonical source material. We draw on scholarship that positions young adult literature as a vehicle for addressing rape culture and sexual violence and scholarship that illustrates critical canonical teaching to demonstrate how both genres of text can work together to push against ideologies that normalise sexual violence.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"117 - 129"},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595179","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 : 2023-03-21DOI: 10.1080/1358684X.2023.2184327
G. Anderson
ABSTRACT Ian Cushing’s ‘Standards, Stigma, Surveillance: Raciolinguistic Ideologies and England’s Schools’ draws on raciolinguistic theory to offer a detailed and compelling critique of language policies and teaching practices in contemporary urban schools in England. It argues that ‘minoritised’ pupils and teachers are consistently positioned in deficit and that schools have always been sites where language is used as a sorting mechanism in the reproduction of social strata within racialised capitalism. The research offers interesting case study material demonstrating this, as well as offering useful alternative histories and practices of resistance within schooling. However, this review raises some questions about the way raciolinguistic theory frames the roles, relationships, methodology and pedagogy within this research. It goes on to discuss wider questions about ‘theory’ in relation to classroom research and to suggest that dominant assumptions about and hierarchies around the categories of theory and practice need to be questioned.
{"title":"Language, power and schooling","authors":"G. Anderson","doi":"10.1080/1358684X.2023.2184327","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2184327","url":null,"abstract":"ABSTRACT Ian Cushing’s ‘Standards, Stigma, Surveillance: Raciolinguistic Ideologies and England’s Schools’ draws on raciolinguistic theory to offer a detailed and compelling critique of language policies and teaching practices in contemporary urban schools in England. It argues that ‘minoritised’ pupils and teachers are consistently positioned in deficit and that schools have always been sites where language is used as a sorting mechanism in the reproduction of social strata within racialised capitalism. The research offers interesting case study material demonstrating this, as well as offering useful alternative histories and practices of resistance within schooling. However, this review raises some questions about the way raciolinguistic theory frames the roles, relationships, methodology and pedagogy within this research. It goes on to discuss wider questions about ‘theory’ in relation to classroom research and to suggest that dominant assumptions about and hierarchies around the categories of theory and practice need to be questioned.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"168 - 178"},"PeriodicalIF":0.8,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46295758","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 : 2023-02-22DOI: 10.1080/1358684X.2023.2169899
B. Nash
ABSTRACT Audiobooks have been growing in popularity over the last decade. Although researchers have increasingly recognised the value of audiobooks as rich multimodal texts that support literacy engagement in classrooms, there have been few detailed pictures of classroom practice related to audiobooks. In this practitioner narrative, a secondary English teacher details the myriad ways in which he drew upon the affordances provided by audiobooks to engage ninth and tenth grade students in new forms of literacy inquiry and engagement. The article details classroom practices related to fluency and comprehension, inquiries into out-of-school and digital literacies, focusing attention in fictional worlds, and meta-discussions about the nature of the medium.
{"title":"Attending to the Sounds of Stories: The Affordances of Audiobooks in the English Classroom","authors":"B. Nash","doi":"10.1080/1358684X.2023.2169899","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2169899","url":null,"abstract":"ABSTRACT Audiobooks have been growing in popularity over the last decade. Although researchers have increasingly recognised the value of audiobooks as rich multimodal texts that support literacy engagement in classrooms, there have been few detailed pictures of classroom practice related to audiobooks. In this practitioner narrative, a secondary English teacher details the myriad ways in which he drew upon the affordances provided by audiobooks to engage ninth and tenth grade students in new forms of literacy inquiry and engagement. The article details classroom practices related to fluency and comprehension, inquiries into out-of-school and digital literacies, focusing attention in fictional worlds, and meta-discussions about the nature of the medium.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"99 - 106"},"PeriodicalIF":0.8,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49437428","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 : 2023-01-24DOI: 10.1080/1358684X.2022.2163879
W. Duffy
ABSTRACT This article uses a quasi-spiritual lens to examine why some teachers feel compelled to inappropriately control student writing. For almost half a century, professionals in composition studies have engaged in vigorous conversations about the problem of teachers co-opting, correcting, and rewriting (essentially appropriating) student texts as part of their teaching practice. Most agree this prescriptive approach discourages students from owning their texts, while simultaneously short-circuiting the learning process. However, few have asked why the compulsion to control student writing persists for some teachers. Applying ideas from Jerome Miller’s book The Way of Suffering: A Geography of Crisis, this paper offers one possibility: The urge to inappropriately control student texts may come from our unwillingness to suffer. Can we, as teachers, allow our safe routines – our orderly worlds – to be disrupted by imperfect student writing?
这篇文章用一个准精神的视角来审视为什么有些老师觉得被迫不恰当地控制学生的写作。近半个世纪以来，作文研究领域的专业人士就教师在教学实践中挪用、修改和改写(本质上是挪用)学生课文的问题展开了激烈的讨论。大多数人都同意，这种规定性的方法阻碍了学生拥有自己的课本，同时也缩短了学习过程。然而，很少有人问，为什么一些老师一直有控制学生写作的冲动。根据杰罗姆·米勒(Jerome Miller)的著作《苦难之路:危机地理》(The Way of Suffering: A Geography of Crisis)中的观点，本文提出了一种可能性:不恰当地控制学生文本的冲动可能来自于我们不愿意受苦。作为老师，我们能允许我们安全的日常生活——我们有序的世界——被不完美的学生作文打乱吗?
{"title":"Disrupted Routines: A Thoughtful Response to Controlling Student Writing","authors":"W. Duffy","doi":"10.1080/1358684X.2022.2163879","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2163879","url":null,"abstract":"ABSTRACT This article uses a quasi-spiritual lens to examine why some teachers feel compelled to inappropriately control student writing. For almost half a century, professionals in composition studies have engaged in vigorous conversations about the problem of teachers co-opting, correcting, and rewriting (essentially appropriating) student texts as part of their teaching practice. Most agree this prescriptive approach discourages students from owning their texts, while simultaneously short-circuiting the learning process. However, few have asked why the compulsion to control student writing persists for some teachers. Applying ideas from Jerome Miller’s book The Way of Suffering: A Geography of Crisis, this paper offers one possibility: The urge to inappropriately control student texts may come from our unwillingness to suffer. Can we, as teachers, allow our safe routines – our orderly worlds – to be disrupted by imperfect student writing?","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"130 - 141"},"PeriodicalIF":0.8,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086430","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 : 2023-01-18DOI: 10.1080/1358684X.2023.2165039
B. Hamamra, Asala Mayaleh
ABSTRACT This article examines the role of code-switching in recreating the place, Palestine, that contemporary Palestinian memoirist Ghada Karmi was expelled from by providing a close analysis of the code-switched expressions and the plurality of voices and perspectives that this linguistic and cultural phenomenon imply in her work Return: A Palestinian Memoir. While code-switching is a feature of diasporic writings, Karmi uses many code-switched expressions related to food, clothes, honorific titles and the historical event of Nakba so as to linguistically return to Palestine. However, Karmi’s engagement with Palestine from past to present, her exploration of the political transformation of Palestine and her inability to feel connected to today’s Palestine raises the spectre of co-existence between Palestinians and Israelis if Palestinian refugees return physically to Palestine. This possibility of co-existence between the two warring nations is further highlighted by Karmi’s use of Hebrew code-switched words, which exist alongside code-switched words related to precolonial Palestine.
{"title":"Code-Switching, Memory and the (Im)possibility of Return in Ghada Karmi’s Return: A Palestinian Memoir","authors":"B. Hamamra, Asala Mayaleh","doi":"10.1080/1358684X.2023.2165039","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2165039","url":null,"abstract":"ABSTRACT This article examines the role of code-switching in recreating the place, Palestine, that contemporary Palestinian memoirist Ghada Karmi was expelled from by providing a close analysis of the code-switched expressions and the plurality of voices and perspectives that this linguistic and cultural phenomenon imply in her work Return: A Palestinian Memoir. While code-switching is a feature of diasporic writings, Karmi uses many code-switched expressions related to food, clothes, honorific titles and the historical event of Nakba so as to linguistically return to Palestine. However, Karmi’s engagement with Palestine from past to present, her exploration of the political transformation of Palestine and her inability to feel connected to today’s Palestine raises the spectre of co-existence between Palestinians and Israelis if Palestinian refugees return physically to Palestine. This possibility of co-existence between the two warring nations is further highlighted by Karmi’s use of Hebrew code-switched words, which exist alongside code-switched words related to precolonial Palestine.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"156 - 167"},"PeriodicalIF":0.8,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48484477","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 : 2023-01-18DOI: 10.1080/1358684X.2022.2160306
Rosalynne V. Price
ABSTRACT This essay examines a half-term of Year 9 work on An Inspector Calls, with a particular focus on group discussion, writing in role and class reading of the text. I argue that extensive talking before writing is an invaluable way to elicit pupil insight; I then argue that this is necessarily a collaborative endeavour. I then go on to contrast this experience of the classroom with the (2014) English national curriculum’s positioning of pupils and emphasis on the individual.
{"title":"Creating a reading community in the classroom","authors":"Rosalynne V. Price","doi":"10.1080/1358684X.2022.2160306","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2160306","url":null,"abstract":"ABSTRACT This essay examines a half-term of Year 9 work on An Inspector Calls, with a particular focus on group discussion, writing in role and class reading of the text. I argue that extensive talking before writing is an invaluable way to elicit pupil insight; I then argue that this is necessarily a collaborative endeavour. I then go on to contrast this experience of the classroom with the (2014) English national curriculum’s positioning of pupils and emphasis on the individual.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"107 - 116"},"PeriodicalIF":0.8,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49148526","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 : 2023-01-18DOI: 10.1080/1358684X.2022.2159330
P. Safari
ABSTRACT This essay shows how I came to assume the role of an activist-scholar and educator through engaging in self-observation and self-reflection in the course of my day-to-day professional practice. The story of my professional growth comprises epiphanies that were transformational, enabling me and my students to transcend our traditional roles. This critical adventure occurred in an Iranian language institute where I was able to implement a curriculum inspired by principles of critical pedagogy and Rumi’s literary texts. I drew on material from divergent sources to develop and understand my transformed self. My story illustrates my departure from domineering syllabi, how I embraced alternative roles, and became what I call a ‘nomad’ educator. My aim is to show how teachers can bridge the theory-practice gap to implement a curriculum that is congruent with their internal selves and their students’ souls, thoughts, and lived culture.
{"title":"A Reflection on the Transformation of My SELF as an English Teacher: A Critical Journey Towards a New Becoming","authors":"P. Safari","doi":"10.1080/1358684X.2022.2159330","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2159330","url":null,"abstract":"ABSTRACT This essay shows how I came to assume the role of an activist-scholar and educator through engaging in self-observation and self-reflection in the course of my day-to-day professional practice. The story of my professional growth comprises epiphanies that were transformational, enabling me and my students to transcend our traditional roles. This critical adventure occurred in an Iranian language institute where I was able to implement a curriculum inspired by principles of critical pedagogy and Rumi’s literary texts. I drew on material from divergent sources to develop and understand my transformed self. My story illustrates my departure from domineering syllabi, how I embraced alternative roles, and became what I call a ‘nomad’ educator. My aim is to show how teachers can bridge the theory-practice gap to implement a curriculum that is congruent with their internal selves and their students’ souls, thoughts, and lived culture.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"142 - 155"},"PeriodicalIF":0.8,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44637373","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 : 2023-01-02DOI: 10.1080/1358684X.2022.2155112
Lewis Goodacre
ABSTRACT This article draws upon Roland Barthes’ theory of myth to unpack how student progress is conceptualised and measured in the curriculum and assessment of GCSE English in secondary schools in England. Using case studies of three Year 11 students, I critique aspects of the government’s Progress 8 accountability measure, their GCSE English curriculum and their high-stakes testing regime. I show how these policies work to reproduce the neoliberal conservative ideology of the political ruling class and present the systematic underachievement of disadvantaged groups of students as a natural process.
{"title":"The myth of student progress: deconstructing attainment measures of secondary English","authors":"Lewis Goodacre","doi":"10.1080/1358684X.2022.2155112","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2155112","url":null,"abstract":"ABSTRACT This article draws upon Roland Barthes’ theory of myth to unpack how student progress is conceptualised and measured in the curriculum and assessment of GCSE English in secondary schools in England. Using case studies of three Year 11 students, I critique aspects of the government’s Progress 8 accountability measure, their GCSE English curriculum and their high-stakes testing regime. I show how these policies work to reproduce the neoliberal conservative ideology of the political ruling class and present the systematic underachievement of disadvantaged groups of students as a natural process.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"3 - 12"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43054046","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：