Knowledge in the Making: Cultural Memory and English Teaching

Autor/inn/en	Diamond, Fleur; Bulfin, Scott
Titel	Knowledge in the Making: Cultural Memory and English Teaching
Quelle	In: Changing English: Studies in Culture and Education, 28 (2021) 1, S.29-44 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diamond, Fleur) ORCID (Bulfin, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2020.1853505
Schlagwörter	Educational History; English Instruction; Educational Change; Pedagogical Content Knowledge; Personal Narratives; English Teachers; Standards; Foreign Countries; Teacher Retirement; Teacher Attitudes; Teaching Methods; Professional Autonomy; Curriculum Development; Educational Policy; English Curriculum; Dialogs (Language); Inquiry; Australia + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; English langauage lessons; Englischunterricht; Bildungsreform; Pädagogische Kompetenz; Erlebniserzählung; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Standard; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Dialog; Dialogs; Dialogue; Dialogues; Australien
Abstract	The growing interest in the history of curriculum and pedagogy in subject English might be seen as a response to educational reforms that are replacing earlier, progressive understandings of subject English with narrowly technical understandings of teacher professional knowledge and practice. This essay emerges out of an intergenerational, dialogic inquiry with late career and retired English teachers in Victoria, Australia. The study, called 'The cultural memory of English teaching', generated a range of personal-professional narratives of teaching English from the 1970s onwards. Key to their recollections was their relative professional autonomy with respect to curriculum making and text selection. This article focuses on two retired English teachers and how curriculum making was central to their efforts to use and develop their professional knowledge. We argue that a cultural memory of English teaching is an increasingly valuable resource for understanding teacher professional knowledge and for evaluating current standards-based imperatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01