Romantic Ideologies, Educational Practices, and Institutional Formations of English

Reid, Ian

doi:10.1080/0022062960280102

Cited by 6 publications

(3 citation statements)

References 6 publications

(6 reference statements)

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“…Approaches to teaching that facilitate active, student-directed learning and enjoyment anticipate later twentieth century pedagogical models, particularly the “workshop” model that came to the fore in English education during the late 1970s and early 1980s (Reid, 1996). Indeed, the 1999 English syllabus is underpinned by the assumption that students are active participants in constructing meaning and developing their cognitive, aesthetic, imaginative and critical capacities through immersion in language and texts:Meaning is central to the study of English.…”

Section: Continuities In English Discourses and Practicesmentioning

confidence: 99%

“…1. See Ball (1982, 1985); Ball et al (1990); Ball and Lacey (1995); Barcan (1988); Brock (1982a, b, 1983, 1984, 1985, 1987, 1996); Carter (2012); Cormack (2003, 2008,); Goodson and Medway (1990); Green and Beavis (1996); Manuel (2002); Manuel and Brock (2003); Mathieson (1975); Michaels (2001); Reid (1996, 2002, 2003); Rosser (2000); Sawyer (2002, 2004, 2009a, b); Selleck (1968); Shayer (1972).…”

Section: Notesmentioning

confidence: 99%

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Continuities of influence

Manuel¹,

Carter²

2017

HER

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Purpose This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context. Design/methodology/approach Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis. Findings The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment. Originality/value This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

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Section: Continuities In English Discourses and Practicesmentioning

confidence: 99%

Section: Notesmentioning

confidence: 99%

Continuities of influence

Manuel¹,

Carter²

2017

HER

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“…To do this, I seek to re-illuminate the educational ideas of the German philosopher, psychologist and educationalist Johann Friedrich Herbart, which have been relegated to the recesses of curriculum history by lines of inquiry in English education that focus on a variety of specific emphases in the formation of the subject in schools. These emphases include the influence of Romantic ideologies and beliefs about the value of imaginative literature in the English subject (Mathieson, 1975;Reid, 2004Reid, , 2002Reid, , 1996Shayer, 1972); the role of universities in the institutionalisation of English in schools (Applebee, 1974;Brock, 1987Brock, , 1984Reid, 2004Reid, , 2002Reid, , 1996Shayer, 1972); the multitude of social, economic, political and cultural factors influencing curriculum, with an emphasis on tracing the history of the English subject (1990, p. 231) detects a "formidable ignorance of our history". Both views are especially significant for our understandings of the English subject in that for many teachers, the philosophical bases of their classroom practices are perhaps not fully comprehended: "what is lost to a profession ignorant of its own history is the weave of ideology in the discourse of English studies" (1990, p. 231).…”

Section: Introductionmentioning

confidence: 99%

Retrieving the forgotten influence of Herbart on subject English

Carter

2016

ETPC

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Purpose The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course. Design/methodology/approach Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course. Findings The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course. Research limitations/implications This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum. Practical implications The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas. Social implications Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum. Originality/value This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

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Resonant continuities: the influence of the Newbolt Report on the formation of English curriculum in New South Wales, Australia

Manuel

Carter

2019

English in Education

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Romantic Ideologies, Educational Practices, and Institutional Formations of English

Cited by 6 publications

References 6 publications

Continuities of influence

Continuities of influence

Retrieving the forgotten influence of Herbart on subject English

Resonant continuities: the influence of the Newbolt Report on the formation of English curriculum in New South Wales, Australia

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