Pub Date : 2022-04-03DOI: 10.1080/1358684x.2022.2055532
Jane A. Miller
ABSTRACT A consideration of how reading may change in retirement and old age, demonstrated in relation to five books by women
摘要:本文以女性的五本书为例，探讨退休和老年时期阅读的变化
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Pub Date : 2022-04-03DOI: 10.1080/1358684x.2022.2058743
J. Yandell
Aujourd’hui, au-delà du travail d’appui mené dans les pays en développement, l’ensemble des structures et acteurs impliqués tendent à développer, voire généraliser, un autre pilier d’actions avec pour grand thème : « L’EDUCATION AU DEVELOPPEMENT ». Cette expression, dont beaucoup s’accordent à penser qu’il faudrait la renommer, est communément utilisée pour définir au Nord le champ de la sensibilisation, de la formation, de l’éducation à la citoyenneté et à la solidarité internationale. Après un premier tour de table auprès d’acteurs de Rhône-Alpes mettant en œuvre des activités « d’éducation au développement », il semble que le champ d’intervention de ce secteur offre des possibilités d’actions beaucoup plus importantes, qui ne se limitent d’ailleurs pas aux frontières de nos pays.
{"title":"Editorial","authors":"J. Yandell","doi":"10.1080/1358684x.2022.2058743","DOIUrl":"https://doi.org/10.1080/1358684x.2022.2058743","url":null,"abstract":"Aujourd’hui, au-delà du travail d’appui mené dans les pays en développement, l’ensemble des structures et acteurs impliqués tendent à développer, voire généraliser, un autre pilier d’actions avec pour grand thème : « L’EDUCATION AU DEVELOPPEMENT ». Cette expression, dont beaucoup s’accordent à penser qu’il faudrait la renommer, est communément utilisée pour définir au Nord le champ de la sensibilisation, de la formation, de l’éducation à la citoyenneté et à la solidarité internationale. Après un premier tour de table auprès d’acteurs de Rhône-Alpes mettant en œuvre des activités « d’éducation au développement », il semble que le champ d’intervention de ce secteur offre des possibilités d’actions beaucoup plus importantes, qui ne se limitent d’ailleurs pas aux frontières de nos pays.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"113 - 114"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47249137","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 : 2022-04-03DOI: 10.1080/1358684x.2022.2027742
Zoë Guzy-Sprague
ABSTRACT Exploring the Yiddish language of my father, grandmother, her grandmother, and beyond, this autobiographical article frames language as an ever-changing space where identities are negotiated, formed, and contested. Placing the history of Yiddish alongside my own familial relationship to the language, I explore how the stories of individual lives and the histories of people are created through their relationship with and negotiation of language. Through my own personal experience, this article posits language as a both a space of alienation and belonging.
{"title":"The Mishpacha of Language: Yiddish and Belonging","authors":"Zoë Guzy-Sprague","doi":"10.1080/1358684x.2022.2027742","DOIUrl":"https://doi.org/10.1080/1358684x.2022.2027742","url":null,"abstract":"ABSTRACT Exploring the Yiddish language of my father, grandmother, her grandmother, and beyond, this autobiographical article frames language as an ever-changing space where identities are negotiated, formed, and contested. Placing the history of Yiddish alongside my own familial relationship to the language, I explore how the stories of individual lives and the histories of people are created through their relationship with and negotiation of language. Through my own personal experience, this article posits language as a both a space of alienation and belonging.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"185 - 188"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43559526","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 : 2022-04-03DOI: 10.1080/1358684x.2022.2066846
Liz Eades
‘My quarrel with the English language has been that the language reflected none of my experience. But now I began to see the matter another way . . . Perhaps the language was not my own because I had never attempted to use it, had only learned to imitate it. If this were so, then it might be made to bear the burden of my experience if I could find the stamina to challenge it, and me, to such a test.’ (James Baldwin, in Mair 2003)
{"title":"Resisting (in) English, Changing English 30.3 Call for Contributions","authors":"Liz Eades","doi":"10.1080/1358684x.2022.2066846","DOIUrl":"https://doi.org/10.1080/1358684x.2022.2066846","url":null,"abstract":"‘My quarrel with the English language has been that the language reflected none of my experience. But now I began to see the matter another way . . . Perhaps the language was not my own because I had never attempted to use it, had only learned to imitate it. If this were so, then it might be made to bear the burden of my experience if I could find the stamina to challenge it, and me, to such a test.’ (James Baldwin, in Mair 2003)","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"215 - 217"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203883","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 : 2022-03-24DOI: 10.1080/1358684x.2022.2048950
Louise Torres-Ryan
ABSTRACT How does a beginning teacher go about constructing a teacherly identity in a pandemic? How does one reconcile what might be with what is, as dictated by the rhetoric of a neoliberal government, which prizes the individual mind over the collective one, the product over the process, and results over relationships? This essay explores these questions through the experience of reading Jane Eyre with a Year 9 English class. Personal and professional stories form the core of this investigation that explores the complexities of finding a teacherly identity; this is a discussion about aims and values and relationships, rather than just ‘effective’ teaching strategies.
{"title":"Constructing Identity in the Time of Coronavirus: Reading as Recovery","authors":"Louise Torres-Ryan","doi":"10.1080/1358684x.2022.2048950","DOIUrl":"https://doi.org/10.1080/1358684x.2022.2048950","url":null,"abstract":"ABSTRACT How does a beginning teacher go about constructing a teacherly identity in a pandemic? How does one reconcile what might be with what is, as dictated by the rhetoric of a neoliberal government, which prizes the individual mind over the collective one, the product over the process, and results over relationships? This essay explores these questions through the experience of reading Jane Eyre with a Year 9 English class. Personal and professional stories form the core of this investigation that explores the complexities of finding a teacherly identity; this is a discussion about aims and values and relationships, rather than just ‘effective’ teaching strategies.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"221 - 231"},"PeriodicalIF":0.8,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47732087","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 : 2022-03-24DOI: 10.1080/1358684X.2022.2053281
D. Talbot
ABSTRACT There is a growing consensus that the study of literature in English secondary schools is suffering a crisis: a fixation with knowledge and facts, a loss of creativity, and a denigration of students’ own experience, to name a few. This article argues that this is, in part, a result of the conception of culture embedded in the current National Curriculum; a conception in which the study of literature exists primarily to valorise and maintain a clearly definable national culture. In response to this, I suggest that recent thinking in the tradition of cultural cosmopolitanism can expose the inadequacies of this model and offer a set of conceptual resources for thinking about the role of identity and culture in relation to literary study in the secondary school. I also suggest that, as far back as the 1921 Newbolt report, fragments of this more capacious understanding of culture run through much of the most important thinking about the subject.
{"title":"From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature","authors":"D. Talbot","doi":"10.1080/1358684X.2022.2053281","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2053281","url":null,"abstract":"ABSTRACT There is a growing consensus that the study of literature in English secondary schools is suffering a crisis: a fixation with knowledge and facts, a loss of creativity, and a denigration of students’ own experience, to name a few. This article argues that this is, in part, a result of the conception of culture embedded in the current National Curriculum; a conception in which the study of literature exists primarily to valorise and maintain a clearly definable national culture. In response to this, I suggest that recent thinking in the tradition of cultural cosmopolitanism can expose the inadequacies of this model and offer a set of conceptual resources for thinking about the role of identity and culture in relation to literary study in the secondary school. I also suggest that, as far back as the 1921 Newbolt report, fragments of this more capacious understanding of culture run through much of the most important thinking about the subject.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"285 - 296"},"PeriodicalIF":0.8,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49439983","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 : 2022-03-17DOI: 10.1080/1358684X.2022.2042673
Shea N. Kerkhoff
ABSTRACT Understanding global perspectives and international cultures is important because of increasing global mobility, digital connections, and national chauvinism. As students engage with diverse others in schools and online, they need global, critical, and ethical understandings of language, literacy, and culture. From a critical cosmopolitan lens, language and literacy educators guide students to develop a cosmopolitan worldview; dismantle hierarchies through reading, writing, and thinking; and take action for justice worldwide. The purpose of this article is to converge cosmopolitanism, critical pedagogy, and teacher perceptions to construct a framework for teaching critical cosmopolitan literacies. The findings suggest five dimensions of critical cosmopolitan literacies: proximal stance, reflexive stance, reciprocal stance, responsive stance, and praxis. Overall, participants held positive views of infusing cosmopolitan dispositions and global perspectives in their classrooms and reported success with integrating global literature, structuring discussions to promote empathy, and implementing inquiry to connect local and global issues.
{"title":"A Pedagogical Framework for Critical Cosmopolitan Literacies","authors":"Shea N. Kerkhoff","doi":"10.1080/1358684X.2022.2042673","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2042673","url":null,"abstract":"ABSTRACT Understanding global perspectives and international cultures is important because of increasing global mobility, digital connections, and national chauvinism. As students engage with diverse others in schools and online, they need global, critical, and ethical understandings of language, literacy, and culture. From a critical cosmopolitan lens, language and literacy educators guide students to develop a cosmopolitan worldview; dismantle hierarchies through reading, writing, and thinking; and take action for justice worldwide. The purpose of this article is to converge cosmopolitanism, critical pedagogy, and teacher perceptions to construct a framework for teaching critical cosmopolitan literacies. The findings suggest five dimensions of critical cosmopolitan literacies: proximal stance, reflexive stance, reciprocal stance, responsive stance, and praxis. Overall, participants held positive views of infusing cosmopolitan dispositions and global perspectives in their classrooms and reported success with integrating global literature, structuring discussions to promote empathy, and implementing inquiry to connect local and global issues.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"262 - 284"},"PeriodicalIF":0.8,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41816401","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 : 2022-03-17DOI: 10.1080/1358684X.2022.2048949
Kate Bomford
ABSTRACT This essay considers the relative merits of critical writing and writing in role as a means of enabling and assessing students’ responses to literary texts. Drawing largely on the author’s experience of teaching Frankenstein, it argues that the distinction between critical and creative writing is not as absolute as is sometimes supposed, and that so-called ‘creative’ tasks can be a very effective way of generating critical insight. It explores the significant limitations and limiting potential of the critical essay as a form, and argues that creative tasks such as writing in role afford far greater opportunities for school students to write fully and successfully as themselves. It links the longevity and pervasiveness of the critical essay as a mode of assessment within the English school system to its ‘exam-friendliness’, and makes the case for an alternative and more equitable approach that would allow for young people to be judged on their true potential as thinkers and writers.
{"title":"Critical or Creative? The Creature Writes to Victor Frankenstein","authors":"Kate Bomford","doi":"10.1080/1358684X.2022.2048949","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2048949","url":null,"abstract":"ABSTRACT This essay considers the relative merits of critical writing and writing in role as a means of enabling and assessing students’ responses to literary texts. Drawing largely on the author’s experience of teaching Frankenstein, it argues that the distinction between critical and creative writing is not as absolute as is sometimes supposed, and that so-called ‘creative’ tasks can be a very effective way of generating critical insight. It explores the significant limitations and limiting potential of the critical essay as a form, and argues that creative tasks such as writing in role afford far greater opportunities for school students to write fully and successfully as themselves. It links the longevity and pervasiveness of the critical essay as a mode of assessment within the English school system to its ‘exam-friendliness’, and makes the case for an alternative and more equitable approach that would allow for young people to be judged on their true potential as thinkers and writers.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"421 - 439"},"PeriodicalIF":0.8,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42319863","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 : 2022-02-23DOI: 10.1080/1358684x.2022.2034109
Lewis Goodacre
ABSTRACT This essay explores an English lesson I taught to a Year 9 class in which students drew upon and narrativised personal experiences. I describe and examine the literary sociability of the lesson, by which I mean the social and cultural exchanges that give shape to students’ reading and writing. In doing so, I demonstrate the need for policymakers to treat school English as a social practice and to make students’ experiences central to the curriculum.
{"title":"Hearts, Minds and ‘My Hands’: Narrating the Literary Sociability of a Creative Writing Lesson","authors":"Lewis Goodacre","doi":"10.1080/1358684x.2022.2034109","DOIUrl":"https://doi.org/10.1080/1358684x.2022.2034109","url":null,"abstract":"ABSTRACT This essay explores an English lesson I taught to a Year 9 class in which students drew upon and narrativised personal experiences. I describe and examine the literary sociability of the lesson, by which I mean the social and cultural exchanges that give shape to students’ reading and writing. In doing so, I demonstrate the need for policymakers to treat school English as a social practice and to make students’ experiences central to the curriculum.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"115 - 123"},"PeriodicalIF":0.8,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47514319","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 : 2022-02-22DOI: 10.1080/1358684X.2021.2024427
Rose Veitch
ABSTRACT This paper explores GCSE English re-sits in post-16 education. The re-sit policy was introduced in England and Wales to improve national literacy rates, yet persistently poor pass rates have drawn robust criticism of the policy. This article argues that traditional discourses of literacy predominate and contribute towards antagonisms between re-sit students and subject English. The high-stakes nature of the qualification and associated performativity pressures compound the difficulties. High levels of test-teaching and technique-spotting impair the ambit of the GCSE re-sit programme to deliver the type of literacy which the policy purports to improve. This autoethnographic study correlates the GCSE re-sit landscape with Paulo Freire’s ‘banking model’ of education and uses the work of The New Literacies Studies to suggest that dominant “autonomous” discourses of literacy are impeding educators’ appreciation of literacies as situated practices.
{"title":"Reading the Word Instead of the World: GCSE English Re-sits and the Divorce of Literacies from Their Lifeworld Use","authors":"Rose Veitch","doi":"10.1080/1358684X.2021.2024427","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2024427","url":null,"abstract":"ABSTRACT This paper explores GCSE English re-sits in post-16 education. The re-sit policy was introduced in England and Wales to improve national literacy rates, yet persistently poor pass rates have drawn robust criticism of the policy. This article argues that traditional discourses of literacy predominate and contribute towards antagonisms between re-sit students and subject English. The high-stakes nature of the qualification and associated performativity pressures compound the difficulties. High levels of test-teaching and technique-spotting impair the ambit of the GCSE re-sit programme to deliver the type of literacy which the policy purports to improve. This autoethnographic study correlates the GCSE re-sit landscape with Paulo Freire’s ‘banking model’ of education and uses the work of The New Literacies Studies to suggest that dominant “autonomous” discourses of literacy are impeding educators’ appreciation of literacies as situated practices.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"124 - 140"},"PeriodicalIF":0.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42203004","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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