The 'Teaching of English in England' through the Ages: How Has the Newbolt Report Been Interpreted at Different Times?
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| Title: | The 'Teaching of English in England' through the Ages: How Has the Newbolt Report Been Interpreted at Different Times? |
|---|---|
| Language: | English |
| Authors: | Perry, John (ORCID |
| Source: | English in Education. 2019 53(3):240-252. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teaching Methods, English Instruction, English Curriculum, Educational History, Reports, Social Values, Cultural Maintenance, Foreign Countries, Literature Appreciation, Individual Development, Social Class, English Teachers, Educational Policy, Neoliberalism, Educational Philosophy, English Literature, Elementary Secondary Education, Educational Change, Discourse Analysis |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/04250494.2019.1655399 |
| ISSN: | 0425-0494 |
| Abstract: | Since its publication in 1921, "The Teaching of English in England," otherwise known as the Newbolt Report, has informed both the shape of English as a school subject and the discourse about the teaching of English in England. The 1960s saw the report as promoting a cultural heritage rooted in outdated social values; the 1970s explored how it encouraged a version of personal growth through a love of literature. The 1980s returned to issues around social class, which were further developed in the 1990s. More recently there has been a limited reappraisal of the Newbolt Report, crediting it with introducing the modern discourse around English teaching. This paper argues that a deeper understanding of the Newbolt Report would allow teachers to become more engaged with the discourse about English teaching and re-connect this with their values. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1231684 |
| Database: | ERIC |
| Abstract: | Since its publication in 1921, "The Teaching of English in England," otherwise known as the Newbolt Report, has informed both the shape of English as a school subject and the discourse about the teaching of English in England. The 1960s saw the report as promoting a cultural heritage rooted in outdated social values; the 1970s explored how it encouraged a version of personal growth through a love of literature. The 1980s returned to issues around social class, which were further developed in the 1990s. More recently there has been a limited reappraisal of the Newbolt Report, crediting it with introducing the modern discourse around English teaching. This paper argues that a deeper understanding of the Newbolt Report would allow teachers to become more engaged with the discourse about English teaching and re-connect this with their values. |
|---|---|
| ISSN: | 0425-0494 |
| DOI: | 10.1080/04250494.2019.1655399 |
