TY - CHAP
T1 - Knowing the Subject, Knowing its History: Examining Key Figures in English who Contributed to its Emancipatory Nature
AU - Dowsett, Trish
AU - Jones, Claire
N1 - English Language Arts as an Emancipatory Subject explores the changing nature and history of the English Language as an emancipatory subject, as well as how its current activities and projects address and challenge inequalities. Various forms of critical literacy have established English teaching as a radical force for social justice and subversion.
PY - 2024
Y1 - 2024
N2 - This chapter examines the legacy of emancipation that influences the teaching of English in Australia today. It takes a biographical-historical approach and investigates inherited emancipatory threads, including various ideologies and practices in English teaching concerning reading, moral formation, social equality, and personal development. To do so, the chapter explores some of the ideas of Matthew Arnold, F.R. Leavis, Raymond Williams, Richard Hoggart, John Dixon, Terry Eagleton, Ian Hunter, and Bronwyn Mellor and Annette Patterson, in relation to emancipation. The chapter considers how imagined possibilities for English teaching can be shaped productively by knowing the historical narratives of emancipation. This is because understanding past emphases in English can elucidate English teaching for the purposes of equity, justice, and democracy in the present.
AB - This chapter examines the legacy of emancipation that influences the teaching of English in Australia today. It takes a biographical-historical approach and investigates inherited emancipatory threads, including various ideologies and practices in English teaching concerning reading, moral formation, social equality, and personal development. To do so, the chapter explores some of the ideas of Matthew Arnold, F.R. Leavis, Raymond Williams, Richard Hoggart, John Dixon, Terry Eagleton, Ian Hunter, and Bronwyn Mellor and Annette Patterson, in relation to emancipation. The chapter considers how imagined possibilities for English teaching can be shaped productively by knowing the historical narratives of emancipation. This is because understanding past emphases in English can elucidate English teaching for the purposes of equity, justice, and democracy in the present.
KW - Emancipation
KW - English teaching
KW - Moral formation
KW - Personal development
KW - Reading
KW - Social equality
UR - https://www.routledge.com/English-Language-Arts-as-an-Emancipatory-Subject-International-Perspectives-on-Justice-and-Equity-in-the-English-Classroom/Goodwyn-Durrant-George-Manuel-Sawyer-Shoffner/p/book/9781032746029
M3 - Chapter
BT - English Language Arts as an Emancipatory Subject International Perspectives on Justice and Equity in the English Classroom
ER -