Knowledge in the Making: Cultural Memory and English Teaching

Diamond, Fleur; Bulfin, Scott

doi:10.1080/1358684x.2020.1853505

Cited by 3 publications

(6 citation statements)

References 30 publications

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“…At the same time, we acknowledge Bacalja's (2021) point that English teachers can still find ways to exhibit agency, and 'take advantage of the difference between the intended and enacted curriculum ' (86). This is, however, becoming increasingly difficult within highly standardised and regulated systems, and whilst the experiences we discuss are in the context of schooling in England, they find resonance with what is happening in other anglophone countries such as Australia (see Doecke and McClenaghan 2011;Diamond and Bulfin 2021).…”

Section: Introductionmentioning

confidence: 77%

“…His informants are English teachers who began their careers between 1965 and 1975, a period significant in the development of English teaching practices, both in England and Australia (see Sawyer 2016), but it is Tarpey, and not the teachers, who provides the theoretical framing for their accounts. Also of relevance to our article is Diamond and Bulfin (2021) 'cultural memory' (29) study with late career and retired English teachers in Victoria, Australia, which confronts an increasingly technicist definition of teacher professionalism and the set of generic teaching standards upon which it is based.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Debate means valuing diversity. While lip-service is often paid to this concept, the evidence is that diversity is being stifled in English classrooms, both in England and Australia, on a number of levels: diversity of texts, of views, of teaching strategies (Hardcastle and Yandell 2018;Diamond and Bulfin 2021). For example, the UK government has recently launched a new 'culture war' which seeks to demonise movements that advocate the diversification of learning approaches (Hicks 2020).…”

Section: Diversitymentioning

confidence: 99%

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Selective amnesia and the political act of remembering English teaching

Pitfield

Gilbert

Boateng

et al. 2021

Pedagogy, Culture & Society

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In this article the authors explore the phenomenon of 'selective amnesia' as it relates to education. We define this as a politically engineered loss of collective memory, both curricular and pedagogic, which has adversely affected what teachers and teachereducators do. Through an intergenerational dialogue between four secondary English teachers/teacher-educators, we invoke the power of memory to explore alternatives to currently dominant narratives in English teaching. Our starting point is 'what exactly has been forgotten?' 1 From there we move on to consider the underlying principles and values of the different model of English that emerges from our collective memory, and discuss how this might engage with policy in order to identify new forms and ideas. We propose that, for those involved in English teaching and teacher education in the here and now, memory has both a critical and motivational role to play.

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Section: Introductionmentioning

confidence: 77%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Diversitymentioning

confidence: 99%

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Selective amnesia and the political act of remembering English teaching

Pitfield

Gilbert

Boateng

et al. 2021

Pedagogy, Culture & Society

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“…The studies were conducted in fifteen different countries: Five in Czechia (Brücknerová & Novotný, 2015, 2017a, 2017bNovotný & Brücknerová, 2014, Turkey (Çelik & Polat, 2022;Kazak & Polat, 2018;Polat & Kazak, 2015) and the United States (Anthony-Stevens et al, 2022;Gray et al, 2021;Loder-Jackson, 2011, 2012Philip et al, 2022), three in Belgium (Geeraerts et al, 2016(Geeraerts et al, , 2021Geeraerts, Vanhoof & Van den Bossche, 2018), and Australia (Diamond & Bulfin, 2021;Pardy & Reimer, 2018;Santoro et al, 2012). A study was conducted in Belgium and Finland (Geeraerts, Tynjälä & Heikkinen, 2018), and the other countries had one study each.…”

Section: Figure 1 Articles Published By Yearmentioning

confidence: 99%

“…In close relation to this, Çelik and Polat (2022) tried to define correlations among knowledge sharing and intergenerational learning. Some other papers studied IL as a key concept to preserve cultural memory concerning education values and practices and roughly argue the benefits of such preservation to new generations of professionals, both as a key strategy to organize curriculum and didactics thought (Diamond & Bulfin, 2021;Pitfield et al, 2023) or to define strategies for linking successive generations of Black educators (Loder-Jackson, 2012). Another paper studies teachers' age-related stereotypes from a generational perspective (Geeraerts et al, 2021).…”

Section: Contexts Of Teachers' Ilmentioning

confidence: 99%

Intergenerational Learning Among Teachers’ Professional Development and Lifelong Learning: An Integrative Review of Primary Research

Batista,

Mouraz,

Viana

et al. 2024

EUROPEAN J ED RES

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<p style="text-align:justify">This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. </p>

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Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document

Sundby

Rødnes

2023

L1-ESLL

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After the state-based curriculum-development process has finished, the local curriculum-making of the teachers begins. This paper empirically explores the subject curriculum from the perspectives of teachers, focusing on the Norwegian language and literature subject (L1). Using group interviews and drawing on curriculum theory and L1 research and disciplinary didactics that focus on knowledge, we examine how upper secondary school teachers engage with and understand a newly launched curriculum document in Norwegian L1. Our analysis revealed that the L1 teachers had various perspectives on what they considered important subject-matter knowledge, depending on how they read, navigated, and combined components within and across the curriculum text. In addition, the L1 teachers generally perceived a rather weak narrative about explicit subject-matter knowledge in the curriculum document. Finally, most L1 teachers felt they were being guided in terms of how to teach rather than what to teach. Our findings suggest that a consideration of teachers’ voices is crucial for understanding how a formal subject curriculum text works to select content in an L1 subject and the role that knowledge plays in a competency- and future-oriented curriculum such as Norway’s.

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Knowledge in the Making: Cultural Memory and English Teaching

Cited by 3 publications

References 30 publications

Selective amnesia and the political act of remembering English teaching

Selective amnesia and the political act of remembering English teaching

Intergenerational Learning Among Teachers’ Professional Development and Lifelong Learning: An Integrative Review of Primary Research

Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document

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