Textual Space and Its Importance to School Ethos and Cultural Pedagogy

Autor/in	Barnard, Mathew
Titel	Textual Space and Its Importance to School Ethos and Cultural Pedagogy
Quelle	In: English in Education, 57 (2023) 3, S.202-218 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2023.2208163
Schlagwörter	Teaching Methods; English Literature; Educational Policy; Neoliberalism; Colonialism; Barriers; Equal Education; Cultural Differences; Inclusion; Politics of Education; Governance; Learning Processes; Social Action; Political Attitudes; English Curriculum; National Security; Democracy; Foreign Countries; Terrorism; Prevention; National Curriculum; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Englische literatur; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Kolonialismus; Kultureller Unterschied; Inklusion; Educational policy; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Learning process; Lernprozess; Soziales Handeln; Political attitude; Politische Einstellung; National territory; Security; Staatsgebiet; Sicherheit; Demokratie; Ausland; Terrorismus; Prävention; Vorbeugung
Abstract	This paper theoretically demonstrates the potential of textual space in making an important contribution to school ethos and cultural pedagogy. It demonstrates how culturally-inclusive (representational) textual space can be expanded throughout the school and could contribute to social justice and decolonisation efforts beyond the English Literature classroom. This is increasingly important in an age of culturally and politically securitised schooling, where government control exercised at the macro-level (colonial/neoliberal education policy) and micro-level (teaching and learning; the enactment of the formal curriculum) reproduces cultural inequality. This paper therefore argues for textual space in the English Literature classroom to be appropriated as a representational, dialogical, historical and connected space (in opposition to neoliberalism's decontextualising and atomising agenda) for real-world political action and the democratisation of cultural production within the wider school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01