Teaching English, Language and Literacy

Wyse, Dominic; Jones, Russell; Bradford, Helen; Wolpert, Mary Ann

doi:10.4324/9781315272009

Cited by 17 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As Wyse et al . (, p. 78) point out, the contextualised approach to Standard English found in the Cox Report (DES and the Welsh Office, )—and, one might add, to an extent also in the Bullock and Kingman Reports (DES, , )—has been displaced by the ‘untenable’ idea that Standard English is a virtually invariant, stable, worldwide lingua franca . And it is troubling indeed to consider that, following Kingman and Cox, government‐commissioned teacher‐support materials were withdrawn by government, possibly because the materials were thought to downplay the importance of Standard English and to have insufficiently decontextualised their accounts of language (see Carter, , chapter 3).…”

Section: Resultsmentioning

confidence: 99%

Subject English as citizenship education

Belas

Hopkins

2019

British Educational Res J

View full text Add to dashboard Cite

This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education-again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly 'rich and varied literary heritage' it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long-standing diversity of English society, as well as its present and long-standing inequalities.

show abstract

Section: Resultsmentioning

confidence: 99%

Subject English as citizenship education

Belas

Hopkins

2019

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…The argument is that with regard to oral language the emphasis in the programmes of study was reduced between the period from 1988 (when England's first national curriculum was established) to the national curriculum of the year 2000. Although Alexander's original work could not cover this, the process of deprioritisation of oral language was significantly accelerated in England's national curriculum of 2014 (Wyse, Jones, Bradford and Wolpert, 2018). Evidence for Alexander's conclusion can be seen as linked with his coverage of previously published empirical studies carried out in England, for example to the work of Maurice Galton and team in relation to teacher-pupil interaction.…”

Section: International Comparison and Primary Education Curriculamentioning

confidence: 99%

Primary Education Curricula across the World: Qualitative and Quantitative Methodology in International Comparison

Wyse¹,

Anders²

2019

The SAGE Handbook of Comparative Studies in Education

Self Cite

View full text Add to dashboard Cite

“…Wyse et al () refer to creative writing as an ‘open’ pedagogical approach, indicating an absence of structure as pupils are given imaginative choice. In establishing our Community of Writers, we were keen to balance the ‘freedom’ offered by the creative text with ‘structured’ teaching (Davies et al, ) in order to model the use of techniques.…”

Section: Theoretical Frame and Relevant Literaturementioning

confidence: 99%

Primary pupils' creative writing: enacting identities in a Community of Writers

Dobson

Stephenson²

2017

Literacy

View full text Add to dashboard Cite

This paper focuses on a Community of Writers creative writing project where 25 primary school pupils from lower socio‐economic backgrounds took part in creative writing workshops over a 2‐week period at a higher education institution. Using practitioner enquiry and discourse analysis, this paper views identity as participation in ‘figured worlds’ and highlights the relationship between the children's creative writing outputs and their shifting identities (Holland et al., ). A case is made that children's authentic creative writing can be nurtured by a community that promotes intertextuality and ‘hybridity’ (Bakhtin, ) as well as balancing pedagogical ‘structure’ and ‘freedom’ (Davies et al., ) in order to provide textual space for writers to enact different identities. At a time when the global figuring power of performativity (Ball, ) actively restricts the ways in which teachers and children interact, this paper also presents an informed argument for the value of school–university research partnerships.

show abstract

Teaching English, Language and Literacy

Cited by 17 publications

References 0 publications

Subject English as citizenship education

Subject English as citizenship education

Primary Education Curricula across the World: Qualitative and Quantitative Methodology in International Comparison

Primary pupils' creative writing: enacting identities in a Community of Writers

Contact Info

Product

Resources

About