Rewriting the History of Subject English through the Lens of 'Literary Sociability'

Autor/in	Doecke, Brenton
Titel	Rewriting the History of Subject English through the Lens of 'Literary Sociability'
Quelle	In: Changing English: Studies in Culture and Education, 26 (2019) 4, S.339-356 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2019.1649116
Schlagwörter	English Instruction; Educational History; Neoliberalism; Teacher Student Relationship; English Teachers; Literacy; Intellectual Disciplines; Books; Educational Philosophy; Teaching Methods; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; History of education; Bildungsgeschichte; Neo-liberalism; Neoliberalismus; Teacher student relationships; Lehrer-Schüler-Beziehung; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Geisteswissenschaften; Book; Buch; Monographie; Monografie; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This essay offers readings of three significant texts within the history of subject English: "The Teaching of English in England" (1921), "The Education of the Poetic Spirit" (1949), and "Growth Through English" (1967). These texts each yield valuable insights into what students and their teachers can learn through their exchanges with one another within the social space of the classroom, especially the conversations that centre on the reading and writing they do together. Those insights, however, become more readily available to us if we resist accepted accounts of the history of subject English and attempt to read these texts anew. All three texts provide important intellectual resources in the struggle against neoliberal tendencies in educational thinking. The very attempt to engage in a responsive and nuanced dialogue with them over the historical divide that separates us constitutes a significant form of resistance to the instrumentalist thinking that characterises neoliberal ideology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01