'Even the Dead Will Not Be Safe': The Long War over School English

Autor/inn/en	Hardcastle, John; Yandell, John
Titel	'Even the Dead Will Not Be Safe': The Long War over School English
Quelle	In: Language and Intercultural Communication, 18 (2018) 5, S.562-575 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yandell, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2018.1501849
Schlagwörter	Foreign Countries; Educational Change; Neoliberalism; Standards; Political Attitudes; Social Change; English Instruction; Secondary School Teachers; Educational History; English Teachers; Language Variation; Teacher Attitudes; Language Attitudes; Discourse Analysis; Teacher Student Relationship; Nonstandard Dialects; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Neo-liberalism; Neoliberalismus; Standard; Political attitude; Politische Einstellung; Sozialer Wandel; English langauage lessons; Englischunterricht; History of education; Bildungsgeschichte; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Sprachenvielfalt; Lehrerverhalten; Sprachverhalten; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Over the past two decades in England, those intent on the transformation of schooling have sought to win support for their neoliberal project by emphasising the difference between, on the one hand, their vision of what education is, and what it is for, and, on the other, the practices and forms of education that preceded the era of standards-based reforms. Different strategies have been adopted to enforce this message: while New Labour was largely content to ignore the past, to treat it as irrelevant to the needs and possibilities of new times, prominent figures within more recent Conservative-led administrations have re-written the history of schooling, traducing the progressive traditions that their project is designed to eradicate. We attempt to sketch out a different version of this history, one that speaks back to such reductive misrepresentations (the 'discourses of derision', as Stephen Ball has called them). We focus particularly on developments within the teaching of English in London schools, on the challenges that confronted teachers in successive periods of rapid social change, how they responded to these conditions and the resources that enabled them to explore different curricular and pedagogic possibilities. We argue that this history provides the means to confront contradictions in the neoliberal project, to explore continuities in practice that are effaced and ignored in the dominant paradigm of objective-led teaching, a paradigm that reduces what happens in classrooms to the attainment of pre-specified goals. We conclude with an instance of classroom dialogue that might suggest the continuing need for teachers to be attentive to diversity: to the complexities of culture and history, of language and identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01