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Inclusive cultural literacy English in Education (IF 0.768) Pub Date : 2024-04-16 John Hodgson
Published in English in Education: Research Journal of the National Association for the Teaching of English (Ahead of Print, 2024)
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‘If I behave like the stupidly kind character maybe I will stop being accidentally rude to people’: does reading fiction inform the social understanding and masking behaviours of autistic females? English in Education (IF 0.768) Pub Date : 2024-03-30 Jemima Hill
Girls are consistently found to have higher literacy levels than their male peers and to consume more social narrative fiction. This study conducted interviews with four autistic girls to better un...
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English in Education: special edition (vol. 58, issue 1): Race, Language and (In)Equality English in Education (IF 0.768) Pub Date : 2024-03-14 John Hodgson
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 58, No. 1, 2024)
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The feeling of thinking: social annotation with emojis English in Education (IF 0.768) Pub Date : 2024-03-10 Jeffrey Clapp, Bidisha Banerjee
We extend research on social annotation in education by implementing a new annotation technique in the literature classroom. Over the course of one year, we invited students to socially annotate li...
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Fostering an ideology of inclusivity: shared critical dialogue and self-reflexivity in the English classroom English in Education (IF 0.768) Pub Date : 2024-03-07 Alexandra C. Parsons
Despite a reported sociocultural shift in the public perception of rights affecting LGBTQ+ individuals and some changes in governmental policies and laws, there has not yet been a resulting shift i...
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Neither this nor that: the challenge of social justice for non-indigenous English teachers in First Nations Australian education contexts English in Education (IF 0.768) Pub Date : 2024-03-06 Tim Delphine, Glenn Auld, Julianne Lynch, Joanne O’Mara
This article examines and critiques gap-based education policies that are based on statistical and reductive conceptualisations of success for First Nations students in Australia. The policy desire...
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‘Make them roll in their graves’: South African Writing, Decolonisation, and the English Literature A-Level English in Education (IF 0.768) Pub Date : 2024-03-06 Hannah Helm, Emma Barnes, Katie Barnes, Jade Munslow Ong
This article analyses the activities and early outcomes of an ongoing co-designed and co-delivered research impact project entitled “Decolonising the English Literature A-Level”. It draws on exampl...
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We BEEN Knowin: Black Women teachers (re)member that our language is a living legacy English in Education (IF 0.768) Pub Date : 2024-02-26 Teaira McMurtry
This paper explores how Black Women K-12 Teachers (BWTs) engage with Black Language, challenging prevailing narratives. Despite limited recognition, BWTs advocate for the authenticity of Black Lang...
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Race, language and (In)equality English in Education (IF 0.768) Pub Date : 2024-02-21 Furzeen Ahmed, April Baker-Bell, Dan Clayton, Ian Cushing
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 58, No. 1, 2024)
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My students hardly speak English, do I still need to decolonise my teaching practice? A dialogue with a critical friend English in Education (IF 0.768) Pub Date : 2024-02-11 Daron Benjamin Loo, Jariya Sairattanain
In Malaysia and some parts of Southeast Asia, efforts to decolonise the English language classroom remain minimal. While there are scholars who advocate criticality towards western-centric perspect...
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Challenging the raciolinguistic inequality in English education in Thailand: the macro, meso, and micro perspectives English in Education (IF 0.768) Pub Date : 2024-02-09 Mark Bedoya Ulla, Jeng Jeng Mandolado Bolintao, Pavirasa Praditsorn
This article examines the prevalence of white privilege and supremacy in the context of English education in Thailand by presenting an auto-ethnographic exploration of the raciolinguistic experienc...
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“English on a pedestal”: the language attitudes and practices of African migrant bilingual parents and early years professionals in the U.K English in Education (IF 0.768) Pub Date : 2024-02-04 Denise Amankwah, Katie Howard
Bilingual parents must often make difficult and complex choices about which languages to use with their children. While existing research has explored family language practices and attitudes within...
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English in education: special edition (vol.57, issue 4): Critical Literacies and Social Media English in Education (IF 0.768) Pub Date : 2023-12-12 John Hodgson
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 4, 2023)
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Apprenticing students into political participation: using critical visual literacy to review and redesign the school website English in Education (IF 0.768) Pub Date : 2023-12-12 Elizabeth Baker, Beryl Exley, Linda-Dianne Willis, Lisbeth Kitson
This study examines 12 lessons undertaken with a Year 5 English Language Arts elementary class where students are explicitly introduced to a grammar for critical visual literacy. The goal is to app...
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Introduction to critical literacies & social media English in Education (IF 0.768) Pub Date : 2023-12-12 Navan Govender, Jennifer Farrar
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 4, 2023)
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Reflexivity and children’s exploration of moral aesthetics in creative writing English in Education (IF 0.768) Pub Date : 2023-12-12 L.A. Weber, G. Barton, M. Ryan, M. Khosronejad
In this paper, we show how children’s creativity manifests in literary aesthetics and how they explore moral subjects as a result. Literary aesthetics involve a range of artistic elements or expres...
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Making meaning with memes through a multilayered approach to visual literacies English in Education (IF 0.768) Pub Date : 2023-12-12 Mary Rice
As digital technologies increase in their capacity to generate, display, and disseminate visual materials via spaces like social media, there is a need for pedagogical practices that support meanin...
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“I represented Tybalt in straight red lines” developing a multimodal approach for teaching Shakespeare to lower secondary age pupils English in Education (IF 0.768) Pub Date : 2023-11-02 Rhiannon Julia O’Grady, Daniel Cassany, Janine Knight
This qualitative Action Research study explores a group of lower secondary pupils’ use of social semiotic resources and traditional and digital tools to develop an understanding of Romeo and Juliet...
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Hive writing: a post-pandemic, audience and AI-aware manifesto for writing pedagogies English in Education (IF 0.768) Pub Date : 2023-11-02 Lucinda McKnight, Susanne Gannon
This article brings together data from two complementary studies of the teaching of writing in Australia. Mobilising motifs of the hum and the hive to think together how our projects resonate, the ...
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What trends in contemporary literary studies have to offer English education English in Education (IF 0.768) Pub Date : 2023-10-30 Emily C. Rainey, Scott Storm, Gianina Morales
English education stakeholders need ways of envisioning and advocating for transformative approaches to literacy teaching. In this inquiry, we consider the dynamic field of literary studies – one o...
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Exploring critical media literacy with culturally and linguistically diverse youth in Australia: recontextualisation of school learning in home environments English in Education (IF 0.768) Pub Date : 2023-10-26 Jennifer Alford
This paper reports on an instrumental case study exploring what migrant and refugee-background youth in Australia make of the critical media literacy they learn in school, and what critical media p...
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Understanding English graduates’ experiences entering the workforce English in Education (IF 0.768) Pub Date : 2023-09-20 Trina Hansen Harding, Royce Kimmons, Heather Leary
As college degrees become more common and the cost of these degrees increases, so does the debate about the worthwhileness and value of a college education generally and of specific degrees in part...
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Social justice and the social imagination in English education English in Education (IF 0.768) Pub Date : 2023-09-05 Victoria Elliott
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 3, 2023)
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Call for Papers: Special issue of English in Education, Vol. 58 no. 3, Summer 2024 ENGLISH SUBJECT ASSOCIATIONS: past, present, and future English in Education (IF 0.768) Pub Date : 2023-09-05
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 3, 2023)
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“Metaphors we learn by”: teaching essay structure and argumentation through conceptual metaphors English in Education (IF 0.768) Pub Date : 2023-08-20 Kimberley Pager-McClymont, Evangelia Papathanasiou
In this study, we used Conceptual Metaphor Theory (henceforth CMT) for the benefit of English for Academic Purposes’ teaching and learning. CMT underpins how in metaphorical expressions, one concep...
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Learning to be culturally responsive: understanding how literacy projects provide space to share past experiences English in Education (IF 0.768) Pub Date : 2023-07-07 Erin McNeill
ABSTRACT This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students
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Identifying factors that promote or inhibit disability-related discussion in secondary English language arts classrooms English in Education (IF 0.768) Pub Date : 2023-06-13 Rebecca Jacobson, Christa S. Bialka
ABSTRACT Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory
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‘Condemn the fault and not the actor of it?’ Moving beyond the limits of recidivism to enhancing (re)humanisation through a Shakespeare-focussed, prison-based approach English in Education (IF 0.768) Pub Date : 2023-06-12 Laura Louise Nicklin
ABSTRACT It is well researched, yet under-acknowledged in policy and practice, that prison alone is unsuccessful in reducing criminality. Though in the USA recidivism is high, recidivism is both a common and limited measure, rarely capturing individual nuances. This paper presents key findings from an ethnographically-informed exploration of a well-established multi-sited Shakespeare-focussed prison-based
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Beautiful Wastelands: tales from the bog: the ‘ordinary schools’ of greater Sydney, Australia English in Education (IF 0.768) Pub Date : 2023-06-12 Kelly Cheung, Kerry-Ann O’Sullivan
ABSTRACT In the Australian state of New South Wales (NSW) there are different systems for secondary schooling for young people and this paper focuses on public comprehensive secondary schools. These are frequently characterised as the “schools of last resort” by parents with the ability to make a choice about which school sector their children will attend. This paper uses spatial metaphors to situate
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Textual space and its importance to school ethos and cultural pedagogy English in Education (IF 0.768) Pub Date : 2023-05-13 Mathew Barnard
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
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What happened to knowledge about language? English in Education (IF 0.768) Pub Date : 2023-04-17 John Hodgson
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 2, 2023)
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Teaching poems by authors of colour at key stage 3: categorising what is taught English in Education (IF 0.768) Pub Date : 2023-03-28 Victoria Elliott, Matthew Courtney
ABSTRACT This paper draws on a survey conducted in 2020–21 in which 163 secondary English teachers in England named a total of 68 individual poems by poets of colour from the global majority which they taught in Key Stage 3 (students aged 11–14). Using the concepts of framing and mental schemas, we categorised these poems by considering which was the most likely frame or theme under which they would
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Multimodal composing in the English classroom: recontextualising the curriculum to learning English in Education (IF 0.768) Pub Date : 2023-03-28 Fei Victor Lim, Len Unsworth
ABSTRACT As literacy curricula around the world expand to include multimodal meaning-making, the challenge that remains is how teachers can design engaging and effective learning experiences in this context and the nature of their guidance to students in developing their multimodal literacy. Our paper focuses on the topic of multimodal composing, where students create artefacts to learn and demonstrate
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Re-examining the importance of vocabulary learning strategies for first language English speakers English in Education (IF 0.768) Pub Date : 2023-03-24 Jean Kaya
ABSTRACT Awareness of vocabulary learning strategies has been identified as crucial in supporting learners’ vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make sense of new words. I also analysed the strategies
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From knowledge to understanding: a reorientation of English literature education English in Education (IF 0.768) Pub Date : 2023-03-12 MG Prezioso
ABSTRACT In light of recent concerns in the United States and the United Kingdom regarding the rote and restrictive nature of English literature instruction, this article offers an approach to teaching literature rooted not in knowledge, as literary pedagogy is often conceptualised, but instead in understanding. Reading for understanding extends beyond extracting information to creating structures
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In their own words: amplifying critical literacy and social justice pedagogy through spoken word poetry English in Education (IF 0.768) Pub Date : 2023-03-06 Jen Scott Curwood, Katherine Bull
ABSTRACT Drawn from an ethnographic study of spoken word poetry in Australia, this article offers case studies of two youth poets and follows their journeys with spoken word over three years as they performed in community-based slams, engaged with the New South Wales English Extension 2 curriculum, and served as mentor poets in culturally and linguistically diverse schools. Situated in western Sydney
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Quality of experience English in Education (IF 0.768) Pub Date : 2023-01-31 John Hodgson
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 1, 2023)
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Tapioca English in Education (IF 0.768) Pub Date : 2023-01-31 Sue Dymoke
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 1, 2023)
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Spring 2024 Special Edition (Vol. 58, Issue 1) Race, language and (in)equality English in Education (IF 0.768) Pub Date : 2023-01-31 Furzeen Ahmed, April Baker-Bell, Dan Clayton, Ian Cushing
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 1, 2023)
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Star gazing: interpretive approaches to Whitman’s When I Heard the Learn’d Astronomer English in Education (IF 0.768) Pub Date : 2022-12-01 Trace Lahey
ABSTRACT This study investigates the interpretive approaches of three English teachers working in different grade levels with the same poem, Walt Whitman’s When I Heard the Learn’d Astronomer. The researcher sought to learn what the teachers identified as most valuable about studying poetry in school, what interpretive approaches they employed to enact those values, and what the interpretive approaches
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Margaret’s reading lessons; or, literature as curriculum English in Education (IF 0.768) Pub Date : 2022-11-21 Bill Green
ABSTRACT All too often lost in the pressure and intensity of the current practice of English teachers and literacy educators is due acknowledgement of the continuing importance of history. This paper brings together two concerns: the work of Margaret Meek Spencer as a key figure in the history of English teaching, reading pedagogy and literacy education, and the value of curriculum inquiry as a resource
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“We can make our words powerful”: students’ perspectives about using Talk Factory, a classroom technology to support exploratory talk English in Education (IF 0.768) Pub Date : 2022-10-31 Lucinda Kerawalla, Meera Chudasama, David J. Messer
ABSTRACT Previous research suggests that students can use exploratory talk to support their thinking and learning. However, students’ own perspectives on such talk, and whether/how they value it, are rarely sought. Thirty 12-year-olds and their teacher used Talk Factory on an interactive whiteboard and iPads to support exploratory talk in English lessons twice/week for five weeks. Four focal students
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Poetry is English in Education (IF 0.768) Pub Date : 2022-10-31 Victoria Elliott
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 2, 2023)
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Under which king, Bezonian? English in Education (IF 0.768) Pub Date : 2022-10-17 John Hodgson
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 56, No. 4, 2022)
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Summer 2023 Special Edition (Vol. 57, Issue 2): Social Justice and English Education English in Education (IF 0.768) Pub Date : 2022-10-17 Velda Elliott
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 56, No. 4, 2022)
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Autumn 2023 Special Edition (Vol.57, Issue 3): Critical Literacies & Social Media English in Education (IF 0.768) Pub Date : 2022-10-17 Navan Govender, Jennifer Farrar
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 56, No. 4, 2022)
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Reconceptualising dialogue in virtual classrooms: preservice teachers using dialogic and digital tools across visual, spoken, and written modes English in Education (IF 0.768) Pub Date : 2022-09-04 Jennifer VanDerHeide, Mandie Bevels Dunn
ABSTRACT This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken
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Uvalde voices IV English in Education (IF 0.768) Pub Date : 2022-09-01 Robert Hull
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 1, 2023)
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What is a Bong tree? Articles and talks 1976-2021 English in Education (IF 0.768) Pub Date : 2022-09-01 Mari Cruice
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 1, 2023)
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Prufrock in the 21st Century English in Education (IF 0.768) Pub Date : 2022-08-28 Mohammad Shafiqul Islam
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 2, 2023)
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Learning to teach English and the language arts: a Vygotskian perspective on beginning teachers’ pedagogical concept development English in Education (IF 0.768) Pub Date : 2022-08-21 Ian Thompson
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 56, No. 4, 2022)
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“I don’t mind a bit of poetry”: a reflection on teaching unseen poetry English in Education (IF 0.768) Pub Date : 2022-08-18 Edward Collyer
ABSTRACT This paper reflects on the teaching of the unseen poetry element of the English Literature GCSE in 2022. It explores the author’s reflections on the successes and limitations of using a less structured approach with a single Year 11 class, concluding that the pedagogies outlined were more successful than previous iterations in terms of pupil engagement and preparation for high-stakes assessment
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Margaret Meek: A literate life English in Education (IF 0.768) Pub Date : 2022-08-11 Henrietta Dombey
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 56, No. 3, 2022)
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Margaret Meek Spencer: taking her work on English in Education (IF 0.768) Pub Date : 2022-07-31 Judith Graham, Colin Mills
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 56, No. 3, 2022)
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Queer bodies converse: teaching creative writing in Lebanon English in Education (IF 0.768) Pub Date : 2022-07-26 Sleiman El Hajj
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 1, 2023)
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Creativity in the lives of English teachers: voices through found poetry English in Education (IF 0.768) Pub Date : 2022-07-25 Martin Matthews
ABSTRACT This arts-based research explores the place of creativity in the lives of a focus group of teachers of English in an English secondary school who work within an increasingly performative educational system. As well as interrogating the place of creativity in their lives, the study explores how found poetry can be used as a research method to collate, analyse and then represent data. The poems
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“The great secrets of reading”: Margaret Meek Spencer, reading process and children’s mystery and detective fiction English in Education (IF 0.768) Pub Date : 2022-07-24 Roger Dalrymple, Andrew Green
ABSTRACT Margaret Meek Spencer’s writings on literacy evoke reading and storymaking as processes of inquiring; of searching into mystery. This paper considers how Meek’s preoccupations with reading process; genre literacy; and text-image dialogism resonate deeply with the genre of young people’s mystery and detective fiction. Drawing on Meek’s seminal works, Learning to Read (1982); How Texts Teach
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Only disconnect: rereading Margaret Meek Spencer – of policies and practices English in Education (IF 0.768) Pub Date : 2022-07-21 Andy Goodwyn
ABSTRACT This article reviews Margaret Meek Spencer’s body of work in relation to the various policies that she critiqued from the Bullock Report in 1974 to the National Literacy Strategy in 2004. She analysed increasingly conservative moves to promote a dominant, elitist version of school literacy. A Critical Realist perspective aligns with Margaret Meek Spencer’s view of a highly structuring political
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How texts teach what readers learn in a digital age English in Education (IF 0.768) Pub Date : 2022-07-21 Lucy Taylor
ABSTRACT This paper focuses on How Texts Teach What Readers Learn (Meek, 1988) and considers how texts teach readers in a digital age. I use Meek’s book as a frame for exploring the ways children learn about narration, structure, voice, discourse and language, and becoming an “insider” in the text. To demonstrate this, I use Meek’s own stipulation “If we want to see what lessons have been learned from
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Voices in the year 7 classroom: a case study tracing evolving gender identities during a poetry unit of work focused on gender consciousness English in Education (IF 0.768) Pub Date : 2022-07-08 Claire Burnett, Louise Chapman Hazell
ABSTRACT This case study explores how literature, in particular poetry, can be used as an educational platform within the secondary classroom to explore gender identity. A six-week unit of poetry was created as part of a broader project to enable pupils to reflect on their personal and familial experiences of gender, whilst also utilising creative writing and performance as a tool for self-expression