Hodgson, John Tweedale; (1974) Changes in English teaching : institutionalisation transmission and ideology. Doctoral thesis , Institute of Education, University of London.

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Abstract

This study is an analysis of changes in English teaching since about 1900. Part 1 of the thesis gives the author's reasons for undertaking the study, and then examines the contrastive concepts of Bernstein's Classification and Framing construct as an initial theoretical orientation. A aocio-historical survey follows which demonstrates how the pedagogy of a middle-class dominant consciousness was institutionalised. Original material from the Public Record Office, described here as the 'Ashridge' files, is used and the importance of the 1921 Report indicated. A' Bridgehead' review chapter links Part 1 with Part 2, which starts by mapping the growth of a new consciousness in English teaching. Now because this reflects a different ideology from the older consciousness it is instrumental in the institutionalisation and transmission of a working-class pedagogy. As this has political implications its relevance is discussed at the end of Part 2. Part 2 also attempts to sharpen the theoretical focus. Thus 7 models of English are described and together with some empirical evidence gathered from a sample of NATE and English Association members located within an octant version of the Classification - Framing construct. This is later made relevant to paradin theory which follows a discussion of the subsuming initiation / growth rationales and, more briefly, a bi-polar analysis. Thus the final part of the thesis discusses the relevance of paradigm theory and suggests that paradigms describe competing arenas of ideological discourse about the institutionalisation and transmission of English in schools.

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