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English: Shared Futures (Hardcover)
Robert Eaglestone, Gail Marshall; Contributions by Alison Lumsden, Andrea Macrae, Ann Hewings, …
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R1,185
Discovery Miles 11 850
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Ships in 9 - 15 working days
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Essays exploring the opportunities for and challenges to the
discipline of English language and literature in education. The
study of English literature, language, culture and creative writing
is an important and dynamic enterprise. English: Shared Futures
celebrates the discipline's intellectual strength, diversity and
creativity, explores its futures in the nations of the UK and
across the world, and brings together the huge scholarly, cultural
and social energy of the biggest subject in the Arts and Humanities
in Higher and in Secondary education: the most staff, the most
students. It represents the synergies produced when practitioners
and students from across the discipline come together, and aims to
enable new understanding of the challenges that the discipline
faces within schools and universities, the vital cultural and
political role that English plays, and a renewed appreciation of
the intellectual vitality and commitment of its scholars and
students. Overall, it demonstrates the rich ecosystem of a subject
crucial to social, cultural, and economic well-being, and offers
ways in which its vitality can be ensured in the face of new
challenges within and beyond the academy. ROBERT EAGLESTONE is
Professor of Contemporary Literature and Thought, Royal Holloway,
University of London; GAIL MARSHALL is Head of the School of
Literature and Languages at the University of Reading.
Contributors: James Annesley, Katherine Baxter, Barbara Bleiman,
Elleke Boehmer, Kirsti Bohata, Benjamin A. Brabon, Linda Bree,
Susan Bruce, Billy Clark, Stefan Collini, Jane Davis, Sarah Dillon,
Clare Egan, Elizabeth English, Emily Ennis, Martin Paul Eve,
Corinne Fowler, Barbara Gallego Larrarte, Marcello Giovanelli, Diya
Gupta, Rob Hawkes, Ann Hewings, Keith Jarrett, Clara Jones,
Seraphima Kennedy, Ben Knights, Simon Koevesi, Clare A. Lees,
Alison Lumsden, Andrea Macrae, Lewi Mondal, Paul Munden, Daniel
O'Gorman, Lynda Prescott, Ilse A. Ras, Catherine Redford, Rick
Rylance, Helen Saunders, Jenny Stevens, Marion Thain, Stephen
Watkins, Harry Whitehead
This book argues that the history of English Studies is embedded in
its classroom practice, and its practice in its history. Some of
its foundational struggles are still being lived out today. English
is characterized as a 'boundary' subject, active in dialogue across
a number of imagined borders, especially those between academic and
non-specialized readerships. While the subject discipline maintains
strong pedagogic principles, many of its principles and values are
obscure or even invisible to students and potential students. The
book cross-fertilizes the study of English as a subject with the
analysis of selected literary texts read as pedagogic parables. It
concludes with a call for a return to the subject's pedagogic
roots.
This book comprises reflections by experienced scholar teachers on
the principles and practice of higher education English teaching.
In approaching the subject from different angles it aims to spark
insights and to foster imaginative teaching. In the era of audit,
and the Teaching Excellence Framework it invites teachers to return
to the sources of their own teaching knowledge. The shift from a
student-centred to a research-centred paradigm has particular
implications for a discipline which prides itself on its teaching,
and has always had teaching and dialogue at its heart. One which
also talks across the tertiary / secondary border to the cognate
(though different) subject called 'English' in school. The argument
which informs this book, and which is developed in the individual
chapters, is that the future of the subject relies not alone upon
fostering communities of 'research excellence', but on re-awakening
and reviving its pedagogic traditions.
This book argues that the history of English Studies is embedded in
its classroom practice, and its practice in its history. Some of
its foundational struggles are still being lived out today. English
is characterized as a 'boundary' subject, active in dialogue across
a number of imagined borders, especially those between academic and
non-specialized readerships. While the subject discipline maintains
strong pedagogic principles, many of its principles and values are
obscure or even invisible to students and potential students. The
book cross-fertilizes the study of English as a subject with the
analysis of selected literary texts read as pedagogic parables. It
concludes with a call for a return to the subject's pedagogic
roots.
In-the-moment dilemmas and situational awareness are central to
teachers' work, but these concepts may not always find their way
into teacher education - as they often get pushed aside in favour
of curriculum coverage and compliance agendas. This book challenges
a technicist and mechanistic view of teaching and learning to
examine how teacher educators might best prepare soon-to-be
teachers to make sound professional judgements in their classroom
practice. It discusses evidence in the literature that teaching
does not directly 'produce' learning and that nurturing learning is
a complex business which relies on both 'art and science'. Current
policies and compliancy agendas influencing the content of ITE
programmes are analysed, and the text provides practical
suggestions for how to nurture professional judgement in trainee
teachers through HE provision and school-based mentoring. It
describes the dynamism of those who teach in classrooms and reminds
teacher educators of the value and necessity of managing structure
and improvisation, protocol and intuition which are at the heart of
what it means to be a professional. A new addition to
our Critical Guides for Teacher Educators series.
This book highlights the value of creative and re-creative
transformational writing in learning and teaching and provides
practical examples of its application.The subject of this book is
the crossover between critical study and creative writing. 'Active
reading' is a structured process of writing activities using
imitation, variation and experimentation. Through practical
composition techniques such as 'transformational writing',
're-writing' or 'translation', students can use writing activities
to develop their critical imagination.This book bridges the gap
between theories of learning and Literary studies in Higher
Education. Setting the argument in an historical and theoretical
context, it outlines the importance of writing as a medium of
learning and argues for its usefulness in aiding English students'
understanding of theoretical as well as literary and cultural
texts.The authors provide a reflective account of teaching and
assessment methods using writing activities and critical thinking
techniques and the forms of learning they promote. In the last
section, they explore the connections with other forms of writing
practice in related disciplines and argue for the role of
transformational writing in promoting independent
learning.Appendices provide examples of the range of activities
that can be used and an indicative list of literary examples.
This book is about the development in nineteenth-century England of
the idea of a secular intellectual elite - the 'clerisy'. These
intellectuals wanted to free themselves from the pressures of
material conditioning and be in touch with transcendent values.
This elite would be capable of seeing and valuing the best in the
national cultural heritage and raising the standard of intellectual
life. Dr Knights considers five major writers who shared this
concern: Coleridge, Carlyle, Matthew Arnold, J. S. Mill and J. H.
Newman. He finds important similarities, arising out of shared
problems and assumptions. The status of literary culture was still
such that to many of its practitioners a 'clerisy' offered the only
hope of reversing a trend towards cultural and social
disintegration. Dr Knights goes on to examine the influence of the
idea upon the reorganisation of university curricula in the latter
part of the century.
The subject of this book is the crossover between critical study
and creative writing. 'Active reading' is a structured process of
writing activities using imitation, variation and experimentation.
Through practical composition techniques such as 'transformational
writing', 're-writing' or 'translation', students can use writing
activities to develop their critical imagination. This book bridges
the gap between theories of learning and Literary studies in Higher
Education. Setting the argument in an historical and theoretical
context, it outlines the importance of writing as a medium of
learning and argues for its usefulness in aiding English students'
understanding of theoretical as well as literary and cultural
texts. The authors provide a reflective account of teaching and
assessment methods using writing activities and critical thinking
techniques and the forms of learning they promote. In the last
section, they explore the connections with other forms of writing
practice in related disciplines and argue for the role of
transformational writing in promoting independent learning.
Appendices provide examples of the range of activities that can be
used and an indicative list of literary examples.
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