Yandell, J;
Brady, M;
(2016)
English and the politics of knowledge.
English in Education
, 50
(1)
pp. 44-59.
10.1111/eie.12094.
Preview |
Text
Yandell_JYMB_knowledge_EinE_1506final.pdf Download (620kB) | Preview |
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 |
| Open access status: | An open access version is available from UCL Discovery |
| 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 UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1476305 |
Archive Staff Only
 |
View Item |
