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The Curriculum Journal Volume 24, 2013 - Issue 1
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Original Articles

‘Every child's birthright’? Democratic entitlement and the role of canonical literature in the English National Curriculum

Jane Coles School of Education, Oxford Brookes University, Oxford, UKCorrespondence[email protected]
Pages 50-66 | Received 12 May 2012, Accepted 06 Jun 2012, Published online: 24 Dec 2012

Citations (16)

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Read on this site (8)

Nicholas Stock. (2023) The weird, eerie, exit pedagogy of Mark Fisher. Pedagogy, Culture & Society 31:4, pages 775-791.
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Annabel Watson, Lucy Kelly, Joan Foley, Judith Kneen, Susan Chapman, Lorna Smith & Helena Thomas. (2022) Teacher agency in the selection of literary texts. English in Education 56:4, pages 340-356.
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Chelsea Sellers. (2019) ‘Fitting in’ and ‘standing out’: the peer group and young people’s development of reader identity. British Journal of Sociology of Education 40:7, pages 938-952.
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Jeanne Dyches & Brandon L. Sams. (2018) Reconciling Competing Missions of English Education: A Story of Pedagogical Realism. Changing English 25:4, pages 370-383.
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Robert Legg & David Jeffery. (2018) Suleika and Hatem revisited: uncovering the material advantages of identifying as a male composer. Music Education Research 20:1, pages 1-10.
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Shari Sabeti. (2017) Shakespeare, adaptation and ‘matters of trust’. Cambridge Journal of Education 47:3, pages 337-354.
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Victoria Elliott. (2014) The treasure house of a nation? Literary heritage, curriculum and devolution in Scotland and England in the twenty-first century. The Curriculum Journal 25:2, pages 282-300.
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Bill Green. (2013) Editorial. Changing English 20:3, pages 221-223.
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Articles from other publishers (8)

Jennifer Kitchen. 2023. Critical Pedagogy and Active Approaches to Teaching Shakespeare. Critical Pedagogy and Active Approaches to Teaching Shakespeare.
Heidi Lyn Hadley & S. R. Toliver. (2023) The Monstrous Hospitality of Canonical Text Selections: The Need for a Hospitable Literacy Framework. Journal of Literacy Research.
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Quentin Charles Sedlacek. (2023) “Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices. English Teaching: Practice & Critique 22:1, pages 112-130.
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Judith Kneen, Susan Chapman, Joan Foley, Lucy Kelly, Lorna Smith, Helena Thomas & Annabel Watson. (2022) Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity. Literacy 56:4, pages 371-385.
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Jane Coles & Maggie Pitfield. 2022. Reading Shakespeare through Drama. Reading Shakespeare through Drama.
Gary Snapper. 2017. International Perspectives on the Teaching of Literature in Schools. International Perspectives on the Teaching of Literature in Schools 209 219 .
Jeanne Dyches. (2017) Shaking Off Shakespeare: A White Teacher, Urban Students, and the Mediating Powers of a Canonical Counter-Curriculum. The Urban Review 49:2, pages 300-325.
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Anne Peel. (2017) Complicating canons: a critical literacy challenge to common core assessment. Literacy 51:2, pages 104-110.
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