This book offers a pivotal re-evaluation of English teaching one century on from The Newbolt Report of 1921, responding to this seminal work and exploring its impact on issues and contemporary aims of English teaching today. Bringing together a range of experts in English higher education, the book provides a twenty-first century inflection on the enduring issues highlighted by Newbolt’s original report. It examines topics including the demands of assessment, the narrowing of the literary curriculum, the impact of education reform, targets related to social mobility, class and widening participation, as well as broader questions about the function of literature and the arts in education. Chapters also consider issues surrounding the promotion of community cohesion, diversity and how technological advances might reshape literary education. This unique re-evaluation of the achievements and findings of the Newbolt Commission will be essential reading for those researching English education and the history of education.

First published in 2002. This volume is part of the New Accent series looking at English and popular culture, language, policy, fiction and democracy. Each volume in the series will seek to encourage rather than resist the process of change; to stretch rather than reinforce the boundaries that currently define literature and its academic study.

The impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it. Drawing on a combination of historical analysis and recent research findings Robin Peel, Annette Patterson and Jeanne Gerlach bring together and compare important new insights on curriculum development and teaching practice from England, Australia and the United States. They also discuss the development of teacher training, highlighting the variety of ways in which teachers build their own beliefs and knowledge about English.

Literacy and Growth is a unique genealogical study of English teaching in the UK and abroad since the 18th century. Focusing specifically on the concepts of literacy and growth, this book explores key moments in the development of ideas about English teaching. Hodgson and Harris reveal the Enlightenment forebears of such contemporary concepts as “cultural capital” and “critical literacy”; the significance of “growth” to the writers and social critics who opposed Victorian Utilitarianism; and the 20th-century influences that established English as a humane study, including the Newbolt Report, the Cambridge Scrutiny group, and the London School of Percival Gurrey and James Britton. The authors examine unpublished Dartmouth Conference papers to reconsider John Dixon’s construction of “growth” in his seminal report Growth through English (1967). They reflect on the turbulent aftermath of Dartmouth, the changes in the “growth” model following the cultural turn in English studies, and the politics behind the shift from “English” to “literacy” in the 1990s. Importantly, they redefine the growth model for the 21st century to support teachers and students in the current context of performativity, high-stakes assessment, the “knowledge curriculum”, and artificial intelligence. Essential reading for tutors and students of English and literacy as well as policymakers in the subject area, this book will engage all those interested in the history and philosophy of English in education. It will be a key resource for those involved in the education and training of English teachers, as well as those undertaking research in English education.

This book offers an opportunity to engage with the debates in English teaching and to explore the viewpoints of writers who have contributed to those debates. It provides invaluable introduction to the complexities of English to Novice English teachers.

Bringing together 17 foundational texts in contemporary modernist criticism in one accessible volume, this book explores the debates that have transformed the field of modernist studies at the turn of the millennium and into the 21st century. The New Modernist Studies Reader features chapters covering the major topics central to the study of modernism today, including: · Feminism, gender, and sexuality · Empire and race · Print and media cultures · Theories and history of modernism Each text includes an introductory summary of its historical and intellectual contexts, with guides to further reading to help students and teachers explore the ideas further. Includes essential texts by leading critics such as: Anne Anlin Cheng, Brent Hayes Edwards, Rita Felski, Susan Stanford Friedman, Mark Goble, Miriam Bratu Hansen, Andreas Huyssen, David James, Heather K. Love, Douglas Mao, Mark S. Morrisson, Michael North, Jessica Pressman, Lawrence Rainey, Paul K. Saint-Amour, Bonnie Kime Scott, Urmila Seshagiri, Robert Spoo, and Rebecca L. Walkowitz.

Doing Englishexamines the evolution of English as a subject and questions the assumptions that lie behind approaches to literature. The author deals with the exciting new ideas and contentious debates that inform English education today, covering a range of issues from critical approaches to value, the canon and Shakespeare, to cultural heritage and national identity and on to the future of English. In response to requests from readers, this fully revised second edition includes a new chapter on narrative. This volume is an essential purchase for all those planning to 'do English' at degree level.

What did it mean in the first half of this century to say `I am English?' A Practical Sourcebook on National Identity is a unique collection of extracts from writing of the era, all of which in some way raise this question. Drawn from a wide range of sources including letters, diaries, journalism, fiction, poems, parliamentary speeches and government reports, the volume is divided into five sections: * The Ideas and Ideals of Englishness * Versions of Rural England * War and National Identity * Culture and Englishness * Domestic and Urban Englands The editors provide an introduction to each section and conclude with suggested study activities and further reading. It also contains a chronology and bibliography, completing the framework for study. A Practical Sourcebook on National Identity is a fascinating collection which will not only be essential and accessible reading for students, but will also appeal to anyone who has ever asked what it means to become part of a national identity.

Drawing on previously unseen archival material, The Beginnings of University English explores the innovative and scholarly ways in which English literature was taught to extramural students in England during the fin de siècle, and sheds new light on the modern roots of tertiary-level English teaching.