English and the Knowledge Question (Revisited)

References

• Akenson, D. H. [1970] 2012. The Irish Education Experiment the National System of Education in the Nineteenth Century. Abingdon: Routledge.
   Google Scholar
• Ball, S., A. Kenny, and D. Gardiner. 1990. “Literacy, Politics and the Teaching of English.” In Bringing English to Order, edited by I. Goodson and P. Medway, 47–86. London, New York and Philadelphia: Falmer.
   Google Scholar
• Burgess, T. 1984. “Diverse Melodies: A First-Year Class in a Secondary School.” In Eccentric Propositions: Essays on Literature and the Curriculum, edited by J. Miller, 56–69. London: Routledge & Kegan Paul.
   Google Scholar
• Burgess, T. 2007. “The Picture of Development in Vygotskyan Thoery: Renewing the Intellectual Project of English.” In Rethinking English in Schools: Towards a New and Constructive Stage, edited by V. Ellis, C. Fox, and B. Street, 17–31. London & New York: Continuum.
   Google Scholar
• Burgess, T., and J. Hardcastle. 1991. “A Tale of Three Learners: The Cultural Dimension of Classroom Language Learning.” In Teaching the Humanities, edited by P. Gordon, 36–49. London: Woburn Press.
   Google Scholar
• Buurma, R. S., and L. Heffernan. 2021. The Teaching Archive: A New History for Literary Study. Chicago & London: University of Chicago Press.
   Google Scholar
• Darling-Hammond, L. 2004. “Standards, Accountability, and School Reform.” Teachers College Record 106 (6): 1047–1085. doi:10.1111/j.1467-9620.2004.00372.x.
   Web of Science ®Google Scholar
• Davies, L. M., B. Doecke, P. Mead, W. Sawyer, and L. Yates. 2023. Literary Knowing and the Making of English Teachers: The Role of Literature in Shaping English Teachers’ Professional Knowledge and Identities. Abingdon & New York: Routledge.
   Google Scholar
• Dixon, J. [1967] 1975. Growth Through English (Set in the Perspective of the Seventies). Oxford: Oxford University Press/NATE.
   Google Scholar
• Doecke, B. 2019. “Rewriting the History of Subject English Through the Lens of ‘Literary Sociability’.” Changing English 26 (4): 339–356. doi:10.1080/1358684X.2019.1649116.
   Web of Science ®Google Scholar
• Doecke, B., and P. Mead. 2018. “English and the Knowledge Question.” Pedagogy, Culture & Society 26 (2): 249–264. doi:10.1080/14681366.2017.1380691.
   Web of Science ®Google Scholar
• Gibbons, S. 2017. English and Its Teachers: A History of Policy, Pedagogy and Practice. Abingdon & New York: Routledge.
   Google Scholar
• Hardcastle, J., and J. Yandell. 2018. “‘Even the Dead Will Not Be Safe’: The Long War Over School English.” Language and Intercultural Communication 18 (5): 562–575. doi:10.1080/14708477.2018.1501849.
   Web of Science ®Google Scholar
• Helman, Z., and S. Gibbs. 2022. The Trouble with English and How to Address It: A Practical Guide to Designing and Delivering a Concept-Led Curriculum. Abingdon & New York: Routledge.
   Google Scholar
• Kirkpatrick, P., and R. Dixon, eds. 2012. Republics of Letters: Literary Communities in Australia. Sydney: Sydney University Press.
   Google Scholar
• Knights, B. 2017. Pedagogic Criticism: Reconfiguring University English Studies. London: Palgrave MacMillan.
   Google Scholar
• Macaulay, T. B. 1835. “Minute on Education.” http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_education_1835.html
   Google Scholar
• Medway, P., J. Hardcastle, G. Brewis, and D. Crook. 2014. English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945-1965. New York: Palgrave MacMillan.
   Google Scholar
• Miller, J. 1995. “Trick or Treat? The Autobiography of the Question.” English Quarterly 27 (3): 22–26.
   Google Scholar
• Popkewitz, T. S. 1998. Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher. New York & London: Teachers College Press.
   Google Scholar
• Rosen, H. [1981] 2017. “Neither Bleak House nor Liberty Hall.” In Harold Rosen: Writings on Life, Language and Learning, 1958-2008, edited by J. Richmond, 73–89. London: UCL IOE Press.
   Google Scholar
• Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. doi:10.3102/0013189X015002004.
   Google Scholar
• Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23. doi:10.17763/haer.57.1.j463w79r56455411.
   Web of Science ®Google Scholar
• Tarpey, P. 2018. Developing Professional Memory: A Case Study of London English Teaching (1965-1975). Leiden & Boston: Brill/Sense.
   Google Scholar
• Turvey, A. 1992. “Interrupting the Lecture: Cox Seen from a Classroom.” In English and the National Curriculum: Cox’s Revolution?, edited by K. Jones, 32–61. London: Kogan Page.
   Google Scholar
• Vygotsky, Lev S. 1987. “Problems of General Psychology, including the Volume Thinking and Speech, translated by Norris Minick, edited by Robert W. Rieber, & Carton, Aaron S. Vol. 1, The Collected Works. New York & London: Plenum.
   Google Scholar
• Walsh, P. 2007. “English in the History of Imperialism: Teaching the Empire How to Read.” In Rethinking English in Schools: Towards a New and Constructive Stage, edited by V. Ellis, C. Fox, and B. Street, 47–61. London & New York: Continuum.
   Google Scholar
• West-Pavlov, R. ed. 2018. The Global South and Literature. Cambridge: Cambridge University Press.
   Google Scholar
• Yandell, J. 2013. The Social Construction of Meaning: Reading Literature in Urban English Classrooms. London & New York: Routledge.
   Google Scholar
• Yandell, J., and M. Brady. 2016. “English and the Politics of Knowledge.” English in Education 50 (1): 44–59. doi:10.1111/eie.12094.
   Web of Science ®Google Scholar
• Young, M. 2008. Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. London and New York: Routledge.
   Google Scholar
• Young, M. 2011. “The Return to Subjects: A Sociological Perspective on the UK Coalition Government’s Approach to the 14–19 Curriculum.” The Curriculum Journal 22 (2): 265–278. doi:10.1080/09585176.2011.574994.
   Google Scholar
• Young, M., and D. Lambert. 2014. Knowledge and the Future School: Curriculum and Social Justice. London: Bloomsbury.
   Google Scholar