Citations (14)
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Maggie Pitfield, Francis Gilbert, Claudia Asamoah Boateng & Camilla Stanger. (2023) Selective amnesia and the political act of remembering English teaching. Pedagogy, Culture & Society 31:5, pages 1059-1077.
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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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Daniel Talbot. (2022) From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature. Changing English 29:3, pages 285-296.
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Brenton Doecke. (2022) ‘The Best Way to Approach Any Text’?. Changing English 29:1, pages 89-100.
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Joy Alexander. (2022) The Newbolt Report and reading aloud: an overview of the emergence and subsequent development of a poetry pedagogy. English in Education 56:1, pages 59-72.
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Larissa McLean Davies, Sarah E. Truman & Lucy Buzacott. (2021) Teacher-researchers: a pilot project for unsettling the secondary Australian literary canon. Gender and Education 33:7, pages 814-829.
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Wayne Sawyer & Larissa McLean Davies. (2021) What Do We Want Students to Know from Being Taught a Poem?. Changing English 28:1, pages 103-117.
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Brenton Doecke. (2020) Missing Something: A Review Essay on Joseph North’s Literary Criticism: A Concise Political History. Changing English 27:3, pages 333-348.
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Brenton Doecke. (2019) Rewriting the History of Subject English through the Lens of ‘Literary Sociability’. Changing English 26:4, pages 339-356.
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Alka Sehgal Cuthbert. (2019) The Newbolt Report, the problem of moral legitimacy and the turn to culture. English in Education 53:3, pages 200-210.
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John Perry. (2019) The Teaching of English in England through the ages: how has the Newbolt Report been interpreted at different times?. English in Education 53:3, pages 240-252.
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Jacqueline Manuel & Don Carter. (2019) Resonant continuities: the influence of the Newbolt Report on the formation of English curriculum in New South Wales, Australia. English in Education 53:3, pages 223-239.
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Salomé Romylos & Robert J. Balfour. (2018) Knowledge Domains of English Literature Teachers in South Africa. Changing English 25:4, pages 351-369.
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Brenton Doecke & Philip Mead. (2018) English and the knowledge question. Pedagogy, Culture & Society 26:2, pages 249-264.
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