03 SES 16 B, Literary Education and Reading Publics
Government policy rhetoric about literature teaching in England has had many versions since the first National Curriculum for English (NCE) of 1989. These statements have espoused creating a nation that loves reading in adult life. Simultaneously, some policies such as The National Literacy Strategy (1997-2013) have promoted much narrower and more functional conceptualisations of reading, principally for employment, reinforced by teacher standards, school inspections and the demands of high stakes testing, placing schools in league tables by outcomes. However, research throughout this period demonstrates that English teachers have consistently prized ‘the lifelong love of reading’. It remains one of the main motivators for joining the profession and for remaining a teacher (Goodwyn, 2011). At the height of the National Literacy Strategy, English teachers rejected being called teachers of literacy because they derided the strategy model as reductive and dispiriting, and not ultimately serving the complex reading needs of the reading public (Goodwyn, 2014). A national survey demonstrated (Goodwyn et al, 2017) that literature teaching remained the top priority and that its purpose was developing responsive readers in the traditions of John Dewey and Louise Rosenblatt (Dewey 2005 ; Rosenblatt 1938). Further survey research demonstrated this is a consistent theme of English teachers work (Gibbons, 2017). Such teachers have also considered shifts towards digital modes of reading (Goodwyn, 2013, 2015) with some concern but ultimately they consider that the love of reading is more important than reading ‘real books’ even though they chiefly remain devoted to them at a personal level. This paper will examine the extent to which this dedication can be attribute to the resilience of the ‘Personal Growth’ Model [PG] of English which derives from Dewey’s enduring influence, traced through Rosenblatt and into the thinking of the London School of English that emerged in the 1950s and 1960s (Gibbons, 2017). Its emergence was chiefly a reaction to the Literary Heritage model from the Cambridge School (Goodwyn, 2014) and reconceptualised literature as part of the emancipatory and democratic project linked to social justice in the post war era. This model was advocated by Dixon in Growth Through English in 1967 (Dixon, 1967) as a result of the famous Dartmouth seminar (Goodwyn, 2017). Through this analysis, this paper will argue for the continued relevance of a ‘Personal Growth’ Model of reading, as it is recontextualised for the diverse reading publics and practices of the 21st century.
Gibbons, S.  English and its Teachers: a history of policy, pedagogy and practice, London, Routledge Dixon, J.  Growth Through English, Oxford, Oxford University Press Goodwyn, A., Durrant. C., Reid, L and Scerff, E. [Eds]  International perspectives on the teaching of Literature in schools; global principles and practices, London, Routledge Goodwyn, A. (2015) Is it still King Lear? The e-reader: the phenomenon of the Kindle and other reading devices’, (Eds) Tzu-Bin, Chen, Victor and Chai, Ching Sing, New Media and Learning in the 21st Century: A socio-cultural perspective, London, Springer. Goodwyn, A. (2014) English and Literacy in Education – National Policies. In Leung, C and Street, B. eds. The Routledge Companion to English Language Studies, London, Routledge. Goodwyn, A. (2013) ‘E-readers and the future of reading in schools’, in Goodwyn, A., Durrant. C and Reid, L [Eds] International perspectives on the teaching of English, Routledge, June 2013 Goodwyn, A., , The Expert Teacher of English, London: Routledge Falmer, 160 pp Rosenblatt, L. M. (1938). Literature as Exploration. New York: D. Appleton-Century
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.