Citations (33)
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Read on this site (26)
Lorna Smith. (2023) Responding to a cry in the wilderness: teachers’ perceptions of teaching the Apprentice of Fine Arts in Creative Writing and its impact on the signature pedagogies of English. Cambridge Journal of Education 53:6, pages 743-759.
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Daniel Talbot. (2023) Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge. Journal of Curriculum Studies 55:6, pages 633-645.
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John Yandell. (2023) English and the Knowledge Question (Revisited). Changing English 30:1, pages 87-95.
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Lucinda Kerawalla, Meera Chudasama & David J. Messer. (2023) “We can make our words powerful”: students’ perspectives about using Talk Factory, a classroom technology to support exploratory talk. English in Education 57:1, pages 28-44.
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Gill Anderson & Benjamin Elms. (2022) Practise and repeat, or practice and critique? A story of learning, feeling and resistance in teacher education. Changing English 29:4, pages 351-367.
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John Yandell, Faduma Mahamed & Soumeya Ziad. (2022) Questions in/of English. Changing English 29:4, pages 440-452.
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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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Jess Edwards, Noor Mohammed, Caitlin Nunn & Paul Gray. (2022) Mother tongue other tongue: nine years of creative multilingualism in practice. English in Education 56:1, pages 18-30.
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Lilach Naishtat Bornstein. (2021) ‘A Person Takes Something and Makes It Into Something Else’: Lessons from Stories of Reading a Fragment. Changing English 28:4, pages 411-428.
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Fleur Diamond & Scott Bulfin. (2021) Knowledge in the Making: Cultural Memory and English Teaching. Changing English 28:1, pages 29-44.
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Libin Mohamud. (2020) Talking about ‘Race’ in the English Classroom. Changing English 27:4, pages 383-392.
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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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Lorna Smith. (2020) All the Nines: Creativity in English Curricula in England in 1919, 1989 and 2019 as a Reflection of Britain’s Place in Europe. Changing English 27:3, pages 305-320.
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Rachael Gilmour. (2020) Special issue: multilingualism and English teaching. English in Education 54:1, pages 1-5.
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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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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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Sarah Newell. (2019) Learning in Dialogue: An Exploration of Talk in an English Classroom. Changing English 26:4, pages 357-366.
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Lorna Smith. (2019) The role of English in the conversation of humankind: humanism and creativity in Newbolt (1921) and the national curriculum (2014). English in Education 53:3, pages 253-265.
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Kate Bomford. (2019) What Are (English) Lessons For?. Changing English 26:1, pages 3-15.
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Lyn Yates, Larissa McLean Davies, Lucy Buzacott, Brenton Doecke, Philip Mead & Wayne Sawyer. (2019) School English, literature and the knowledge-base question. The Curriculum Journal 30:1, pages 51-68.
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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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Rachael Gilmour. (2018) Special Issue Spring 2020: Multilingualism and English education. English in Education 52:3, pages 273-274.
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Rachael Gilmour. (2017) Reading/writing multilingualism: language, literature and creativity in the multilingual classroom. English in Education 51:3, pages 296-307.
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Brenton Doecke. (2017) What Kind of ‘Knowledge’ is English? (Re-reading the Newbolt Report). Changing English 24:3, pages 230-245.
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Nerida Spina. (2017) Governing by numbers: Local effects on students' experiences of writing. English in Education 51:1, pages 14-26.
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Articles from other publishers (7)
Anniken Hotvedt Sundby & Berit Karseth. (2021) ‘The knowledge question’ in the Norwegian curriculum. The Curriculum Journal 33:3, pages 427-442.
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Jane Coles & Maggie Pitfield. 2022. Reading Shakespeare through Drama. Reading Shakespeare through Drama.
Taylor A. Hughson. (2020) Learnification and the outcomes‐focused curriculum: The case of secondary school English in Aotearoa New Zealand. The Curriculum Journal 32:4, pages 652-666.
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Jia Wei Lim. (2019)
What might readers want? Unexpected responses from Malaysian
Literature in English
students and suggestions of potentiality in text selection
. Literacy 54:3, pages 91-98.
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Fleur Diamond. (2020) Cultural memory in English teaching: a critical autobiographical inquiry. English Teaching: Practice & Critique 19:2, pages 231-244.
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Ian Cushing. (2019) Prescriptivism, linguicism and pedagogical coercion in primary school UK curriculum policy. English Teaching: Practice & Critique 19:1, pages 35-47.
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Marcello Giovanelli. 2019. Experiencing Fictional Worlds. Experiencing Fictional Worlds
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