This paper explores tile conceptual space inhabited by the Creative Industries. It pursues this by examining comp1e:r relationships between "culture" and "industry" in historical perspective, considering significant differences (and similarities) between four major interpretations; Marxist, Economic, iocio-political and Romantic. Mindful of contemporary oversimplifications, the paper argues for a dialogic approach to the multi-layered complexities of the "culture/indusay" interface.
Up to the age of 16, all secondary pupils will study something called 'English' as a matter of course. For some of them, at different times, it may become a dominant interest, revealed perhaps in choosing English Literature from among other options for external examinations. Something like one in ten who take A-level English will decide to specialise in English at university, and a similar number at colleges and polytechnics. And of these, some will decide to become teachers of English and return to schools to initiate the whole process again for a new generation.We are so used to this situation that we rarely examine or question it. The short history of how English came to be a separate subject for study, and has attracted an increasing number of specialists, has been extensively chronicled. What has received relatively little attention is the parallel history of what it means to study or to teach that subject, and in particular, how students perceive the initiation process by which they come to see themselves (and to be seen by others) as students of English. Similarly, although much work has been carried out recently on the transition between primary and secondary schools, comparatively little has centred on the transition in English studies from school to higher education. How coherent is the process which ends with certain individuals being certified as proficient (at a particular level) in English?Is there anything distinctive about the way in which they perceive their reasons for selecting (or abandoning) English and the benefits they think are to be gained from it?The questions are important, though complex. In an attempt to provide materials that may help towards answering them, the Students of English research project was recently initiated a t Hull University. A pilot study of about two hundred O-level and one hundred A-level
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