Deconstructing the Divergence: Unravelling the 2013-2015 Reforms in GCSE English Language and Literature

Autor/in	Stock, Nicholas
Titel	Deconstructing the Divergence: Unravelling the 2013-2015 Reforms in GCSE English Language and Literature
Quelle	In: English in Education, 51 (2017) 2, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1111/eie.12140
Schlagwörter	Educational Change; English Instruction; English Teachers; Grading; Policy Analysis; Educational Policy; English Literature; English Curriculum; Foreign Countries; Language Usage; Discourse Analysis; Secondary School Students; Language Tests; Achievement Tests; Teacher Attitudes; Advantaged; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsreform; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Notengebung; Schulnote; Politikfeldanalyse; Politics of education; Bildungspolitik; Englische literatur; Ausland; Sprachgebrauch; Diskursanalyse; Sekundarschüler; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lehrerverhalten
Abstract	Since 2013, English Language and Literature courses in England have experienced changes to assessment and curriculum that have ushered them in a supposedly new direction, both under the umbrella of wider reforms. This divergence has included the abolition of controlled assessment and the concurrent resurgence of academic courses being assessed only by examination. Alongside these changes have been wider reforms to the system in its totality, with a switch from the typical A* to G grading system to a new 9 to 1 structure. This article is a consideration of these changes and some other caveats of the reform documents released between 2013 and 2015. I am posing this inquiry from my perspective as an English teacher and a poststructuralist, using deconstruction to scrutinise the language in some of the reform documents. Governmental agenda of the reform is explored, demonstrating an archaism to the 'new' direction of the and the hierarchizing of the academic elite in the oppositions presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01