Pub Date : 2023-01-02DOI: 10.1080/1358684X.2022.2164254
J. Yandell
ABSTRACT The ‘knowledge turn’ in curriculum studies has proved highly influential in the past two decades. But what is meant by knowledge remains both unclear and subject to contestation, particularly in relation to English as a school subject. Two recent books address the knowledge question in very different ways.
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Pub Date : 2023-01-02DOI: 10.1080/1358684X.2022.2155111
Michael T. Macdonald
ABSTRACT This article examines the terms avant-garde and vanguard as keywords for teaching English through the concept of political agency. For example, political theorist Lea Ypi has conceptualised an ‘avant-garde political agency’ as an experimental process that is meant to be both rhetorically effective and grounded in historical context; however, this approach also presents an opportunity for teachers and students to revisit how Black Power traditions in the USA, for instance, have used the related term vanguard to imagine alternate futures. To reconcile this disconnection, I examine excerpted uses of the two terms from select BIPOC (Black, Indigenous, and people of colour) artists, scholars, and activists. This keyword analysis can provide a useful lesson for teachers and students in English classrooms about the importance of historical context when engaging with challenging texts or experimental artwork. Keyword analysis is a useful way to provide that kind of context, and further, when these two terms are combined, the resulting ‘vanguard avant-garde’ perspective encourages historicised forward thinking through an understanding of agency that foregrounds experimentation, public communication, and student-centred teaching.
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Pub Date : 2023-01-02DOI: 10.1080/1358684x.2023.2166215
J. Yandell
Two essays by early career teachers open this issue. Lewis Goodacre and Anna Warbrick speak back to the neoliberal discourses that exert such a shaping influence on schooling in general and English in particular, through high-stakes testing and the imposition of top-down models of curriculum and pedagogy. Their resistance is enacted in narrative: they tell stories of individual students that illuminate the stifling reductivity of the myths of linear progress and easily measurable learning. At the same time, these stories represent the tellers’ commitment to alternative ways of being a teacher – a commitment to forms of pedagogy that are attentive to the needs and interests of learners, and thus, inevitably, to the different needs and interests of different learners. Rhiannon O’Grady, Daniel Cassany and Janine Knight report on two projects at a school in Catalunya, where students created podcasts in response to Of Mice and Men and The Crucible. They show how the podcasting enabled students to adopt roles, to bring their own cultural knowledge to the interpretation of the texts and to develop their own critical readings. Contrasting podcasting with the constraints of essay-writing, they emphasise the collaborative and interactive nature of the podcasts, as well as the value of work in relatively informal registers of language. A similar commitment to dialogic and reflexive practice informs the paper by Loraine Prinsloo-Marcus and Bridget Campbell. Presented in the form of a conversation between the two authors, who work in the same culturally diverse South African university, it asks what they have learned from their investigation into their own language histories alongside the language histories of their students. Questions about the status and value of English as a language and as a curricular entity are also explored by Ningyang Chen and Chenyang Gu. They consider social media responses to a recent proposal that English should cease to be a core subject within the Chinese education system and what they reveal about students’ experiences of and attitudes to English. Their analysis also touches on wider concerns regarding the growth of a neijuan culture of intense competition and the threat that this poses to suzhi education – education that is focused not on test scores but on the holistic development of human beings. In this moment of environmental crisis, however, there is a need to re-examine what we might understand by human flourishing as the aim of education – and to ask whether such an aim is sufficient. Through his critical posthumanist reading of John Wyndham’s The Chrysalids, Adrian Downey opens up these questions, arguing for a reconceptualisation of justice, democracy and agency, in recognition of the limitations of established anthropocentric ways of seeing. Issues of agency are, likewise, foregrounded in Michael CHANGING ENGLISH 2023, VOL. 30, NO. 1, 1–2 https://doi.org/10.1080/1358684X.2023.2166215
{"title":"Editorial","authors":"J. Yandell","doi":"10.1080/1358684x.2023.2166215","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2166215","url":null,"abstract":"Two essays by early career teachers open this issue. Lewis Goodacre and Anna Warbrick speak back to the neoliberal discourses that exert such a shaping influence on schooling in general and English in particular, through high-stakes testing and the imposition of top-down models of curriculum and pedagogy. Their resistance is enacted in narrative: they tell stories of individual students that illuminate the stifling reductivity of the myths of linear progress and easily measurable learning. At the same time, these stories represent the tellers’ commitment to alternative ways of being a teacher – a commitment to forms of pedagogy that are attentive to the needs and interests of learners, and thus, inevitably, to the different needs and interests of different learners. Rhiannon O’Grady, Daniel Cassany and Janine Knight report on two projects at a school in Catalunya, where students created podcasts in response to Of Mice and Men and The Crucible. They show how the podcasting enabled students to adopt roles, to bring their own cultural knowledge to the interpretation of the texts and to develop their own critical readings. Contrasting podcasting with the constraints of essay-writing, they emphasise the collaborative and interactive nature of the podcasts, as well as the value of work in relatively informal registers of language. A similar commitment to dialogic and reflexive practice informs the paper by Loraine Prinsloo-Marcus and Bridget Campbell. Presented in the form of a conversation between the two authors, who work in the same culturally diverse South African university, it asks what they have learned from their investigation into their own language histories alongside the language histories of their students. Questions about the status and value of English as a language and as a curricular entity are also explored by Ningyang Chen and Chenyang Gu. They consider social media responses to a recent proposal that English should cease to be a core subject within the Chinese education system and what they reveal about students’ experiences of and attitudes to English. Their analysis also touches on wider concerns regarding the growth of a neijuan culture of intense competition and the threat that this poses to suzhi education – education that is focused not on test scores but on the holistic development of human beings. In this moment of environmental crisis, however, there is a need to re-examine what we might understand by human flourishing as the aim of education – and to ask whether such an aim is sufficient. Through his critical posthumanist reading of John Wyndham’s The Chrysalids, Adrian Downey opens up these questions, arguing for a reconceptualisation of justice, democracy and agency, in recognition of the limitations of established anthropocentric ways of seeing. Issues of agency are, likewise, foregrounded in Michael CHANGING ENGLISH 2023, VOL. 30, NO. 1, 1–2 https://doi.org/10.1080/1358684X.2023.2166215","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"1 - 2"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48197522","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 : 2022-12-01DOI: 10.1080/1358684X.2022.2149472
Anna Warbrick
ABSTRACT This essay explores the importance of formative creative writing in schools through a Key Stage 3 Creative Writing lunchtime club. I examine the power of unassessed and unconstrained writing through the work of one Year 8 pupil in the early stages of English language acquisition, who so often chooses to write about snow. Reflecting on her writing, I consider what depth of craft and thinking goes unacknowledged if schools bow to policymakers’ insistence that such writing holds no academic value. Through a critique of my own practice as an Early Career Teacher, I challenge the English national curriculum to recognise the value of formative creative writing opportunities for all pupils.
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Pub Date : 2022-11-22DOI: 10.1080/1358684X.2022.2124149
Rhiannon Julia O’Grady, Daniel Cassany, J. Knight
ABSTRACT This article is an exploration of two podcast composition projects carried out in English literature classes at a private, not for profit secondary school in Catalunya. Despite a growing body of research that indicates the richness of meaning making offered by multimodality, written texts remain central in many formal educational settings. Factors of traditionality, time constraints, and exam pressures, often lead educators to overlook the possibilities offered by digital audio production. Using an approach that analyses pupils’ composition processes and outcomes, we demonstrate some of the affordances that can be identified when multimodal project work is offered as a way for students to respond to literature. The results indicate that podcast compositions can form part of a student-focused model that enhances pupils’ confidence through collaborative discussion, supporting them to show agency by drawing on their own cultural references to produce new spoken texts for an intended audience.
{"title":"‘For All the Fanatics of Drama Out There - This is Your Book!’ An Analysis of Student Podcast Compositions for Responding to Literary Texts","authors":"Rhiannon Julia O’Grady, Daniel Cassany, J. Knight","doi":"10.1080/1358684X.2022.2124149","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2124149","url":null,"abstract":"ABSTRACT This article is an exploration of two podcast composition projects carried out in English literature classes at a private, not for profit secondary school in Catalunya. Despite a growing body of research that indicates the richness of meaning making offered by multimodality, written texts remain central in many formal educational settings. Factors of traditionality, time constraints, and exam pressures, often lead educators to overlook the possibilities offered by digital audio production. Using an approach that analyses pupils’ composition processes and outcomes, we demonstrate some of the affordances that can be identified when multimodal project work is offered as a way for students to respond to literature. The results indicate that podcast compositions can form part of a student-focused model that enhances pupils’ confidence through collaborative discussion, supporting them to show agency by drawing on their own cultural references to produce new spoken texts for an intended audience.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"25 - 42"},"PeriodicalIF":0.8,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47472140","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 : 2022-11-15DOI: 10.1080/1358684X.2022.2140646
Loraine Prinsloo-Marcus, B. Campbell
ABSTRACT This paper is an extension of our 2021 research into pre-service teachers’ linguistic autobiographies in a culturally diverse South African university. The paper, which is presented as conversations, examines what we learned about ourselves and our students through their reflective writing, our reflective writing, and our ensuing conversations. For the previous research, the participants, all pre-service teachers of English, wrote their linguistic autobiographies. Prior to reading what students had revealed, we individually reflected on what we thought we would learn from these writings and wrote our linguistic autobiographies. Thereafter we engaged in conversations about our reflections. The findings were surprising as our conversations revealed as much about ourselves as about our students’ linguistic journeys. We learned about our shortcomings and strengths and realised the value of critical friend conversations. We now know that these conversations should continue because lecturers and students benefit from such reflections and conversations.
{"title":"Linguistic autobiographies and critical friend conversations as reflective tools in pre-service teacher education","authors":"Loraine Prinsloo-Marcus, B. Campbell","doi":"10.1080/1358684X.2022.2140646","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2140646","url":null,"abstract":"ABSTRACT This paper is an extension of our 2021 research into pre-service teachers’ linguistic autobiographies in a culturally diverse South African university. The paper, which is presented as conversations, examines what we learned about ourselves and our students through their reflective writing, our reflective writing, and our ensuing conversations. For the previous research, the participants, all pre-service teachers of English, wrote their linguistic autobiographies. Prior to reading what students had revealed, we individually reflected on what we thought we would learn from these writings and wrote our linguistic autobiographies. Thereafter we engaged in conversations about our reflections. The findings were surprising as our conversations revealed as much about ourselves as about our students’ linguistic journeys. We learned about our shortcomings and strengths and realised the value of critical friend conversations. We now know that these conversations should continue because lecturers and students benefit from such reflections and conversations.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"43 - 53"},"PeriodicalIF":0.8,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49327292","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 : 2022-10-27DOI: 10.1080/1358684X.2022.2124151
Ningyang Chen, Chenyang Gu
ABSTRACT China’s impressive growth over the last three decades warrants the need to re-evaluate the position and positioning of English in the country’s educational system. For long, English has been taught and learned compulsorily alongside Chinese and maths in primary and secondary schools in the mainland of China. It was not until recent years that the legitimacy of English as a core subject started to be questioned, and calls for alternative solutions began to emerge. For a better understanding of the changing role of English in China’s compulsory education and its influence on stakeholders and policymakers, this article investigates the public reaction to a recent controversial proposal to remove English as a core subject from the national curriculum. Drawing from social media comments, autoethnographic reflections, and existing research, the study presents major opinions and attitudes that feature complex sentiments and ambivalences intersected by concerns about equity and balance.
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Pub Date : 2022-10-27DOI: 10.1080/1358684X.2022.2124150
Adrian M. Downey
ABSTRACT This paper comprises a re-reading of the 1955 novel by John Wyndham, The Chrysalids, in conversation with philosopher Rosi Braidotti’s formation of critical posthumanism. The author argues that such re-readings of curricular fixtures within secondary English classrooms constitutes a necessary pragmatic intervention in a school system often reluctant to re-examine its canonical texts. The author highlights the way The Chrysalids illustrates the transition from theocracy to liberal humanism but also invites the possibility of a posthumanism through its ending. Finally, the author considers the democratic and emancipatory foundations of education and their de facto humanist projects in conversation with posthumanist theory. The author concludes by suggesting that changes in texts, ways of reading, and the foundations of education are urgent amid the current socio-environmental moment.
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Pub Date : 2022-07-14DOI: 10.1080/1358684X.2022.2093697
G. Anderson, B. Elms
ABSTRACT Recent reforms to Initial Teacher Education in England are a continuation of a decades-long political project, aiming to change the whole social complex around teachers’ professional education. But the most recent frameworks present some new inflections to the construction of learning, pedagogical relationships and difference. Positivist versions of knowledge and progress and standards-based reform as ‘a solution’ to social inequalities, need to be countered strategically with accounts of teaching and learning that reclaim the affective realm in public discourse. This investigation sets the new frameworks against the work of one early-career teacher on his master’s research project. It draws on excerpts from his dissertation and accounts by a teacher educator of working with him, concluding that hybridised accounts of learning flexible enough to encompass affect and autobiographical experience, as well as policy, research and critique, are not only professionally purposeful for those involved but also offer wider strategies of resistance.
{"title":"Practise and repeat, or practice and critique? A story of learning, feeling and resistance in teacher education","authors":"G. Anderson, B. Elms","doi":"10.1080/1358684X.2022.2093697","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2093697","url":null,"abstract":"ABSTRACT Recent reforms to Initial Teacher Education in England are a continuation of a decades-long political project, aiming to change the whole social complex around teachers’ professional education. But the most recent frameworks present some new inflections to the construction of learning, pedagogical relationships and difference. Positivist versions of knowledge and progress and standards-based reform as ‘a solution’ to social inequalities, need to be countered strategically with accounts of teaching and learning that reclaim the affective realm in public discourse. This investigation sets the new frameworks against the work of one early-career teacher on his master’s research project. It draws on excerpts from his dissertation and accounts by a teacher educator of working with him, concluding that hybridised accounts of learning flexible enough to encompass affect and autobiographical experience, as well as policy, research and critique, are not only professionally purposeful for those involved but also offer wider strategies of resistance.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"351 - 367"},"PeriodicalIF":0.8,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41810434","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 : 2022-07-06DOI: 10.1080/1358684X.2022.2091516
Ahmad Qabaha, B. Hamamra
ABSTRACT This article examines the cultural and philosophical significance of code switching in the formulation of diasporic identity in Edward Said's Out of Place (1999) and Fawaz Turki's Exile's Return: The Making of a Palestinian-American (1994). It argues that exilic Palestinian writers' use of code-switching pursues various purposes related to the multiplicity and plurality of voices to which they are subject, but it mainly pertains to the ‘exoticization’ of their homeland and ‘nationalizing’ their experiences in exile. Ultimately, the use of code-switching in the memoirs chosen here act as one of the most effective strategies that diasporic writers employ to satisfy a number of important socio-pragmatic and rhetorical functions that are usually expected in exilic writing. These strategies also aim to guide the (mainstream) readers’ affective responses to their work in the way(s) exiled authors believe best suit their rhetorical and national goals.
摘要本文探讨了爱德华·赛义德（Edward Said）的《不合时宜》（Out of Place）（1999）和法瓦兹·图尔基（Fawaz Turki。它认为，流亡的巴勒斯坦作家使用代码转换追求与他们所受声音的多样性和多样性有关的各种目的，但这主要与他们的祖国的“异国化”和流亡经历的“民族化”有关。最终，在这里选择的回忆录中使用代码转换是流散作家用来满足流散写作中通常期望的一些重要的社会语用和修辞功能的最有效策略之一。这些策略还旨在引导（主流）读者对其作品的情感反应，以流亡作家认为最适合他们的修辞和国家目标的方式。
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