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English and the politics of knowledge

Yandell, J; Brady, M; (2016) English and the politics of knowledge. English in Education , 50 (1) pp. 44-59. 10.1111/eie.12094.

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Abstract

Drawing on observational evidence of two classes working on Romeo and Juliet, one in England and the other in Palestine, this essay explores the nature of knowledge in relation to English as a school subject. It asserts the importance of paying attention to the resources that students, situated in culture and history, bring with them to the reading of a text. It seeks to contest a set of assumptions about ‘powerful’ knowledge as universal and transcendent, insisting that classrooms are places where meanings are made, not merely transmitted.

Type: Article
Title: English and the politics of knowledge
DOI: 10.1111/eie.12094
Publisher version: http://dx.doi.org/10.1111/eie.12094
Language: English
Additional information: This is the peer reviewed version of the following article: Yandell, J; Brady, M; (2016) English and the politics of knowledge. English in Education, 50 (1) pp. 44-59, which has been published in final form at: 10.1111/eie.12094. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Keywords: Knowledge; curriculum; pedagogy; Shakespeare; meaning-making; English
UCL classification: UCL > School of Education
UCL > School of Education > UCL Institute of Education
URI: http://discovery.ucl.ac.uk/id/eprint/1476305
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