Imagination, Innovation,
Creativity:
Re-Visioning English in Education
edited by Jacqueline Manuel, Paul Brock, Don Carter and Wayne Sawyer
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Since its institutionalisation as a school subject in the 1800s, English has been marked by the regular recurrence of often polarised and highly contested debates about what does and what should constitute the subject. At certain periods in its history there has been a significant need for a re-evaluation and a subsequent renaissance in English in Education. The editors and the other contributors to this book are convinced that English is in such a period right now. Particularly in the last decade or so, the field of English in Education - in both primary and secondary schooling - has increasingly come under pressure from a range of forces. Not the least of these has been the ever increasing focus on the necessary, but not sufficient, skills of basic literacy - which has had the unfortunate, but often unintended, consequence of threatening to dilute that imaginative, innovative and creative kaleidoscopic richness which characterises the finest English curriculum, teaching and learning. The writers in this book – from Australia, the United Kingdom, New Zealand, Hong Kong, and the United States - have been selected from across a spectrum of excellence in research, scholarship, policy-setting, and practical experience in English in Education. They are as one in their determination to reclaim and expand the richness and diversity of the subject English, as they are richly diverse in their own expertise in the field of English in Education. Their essays collectively stress the importance of reconnecting and re-engaging with what teachers love about English: its unique capacity to engage the mind, the spirit and the heart; to stimulate imagination, curiosity and creative capacities through meaningful immersion in the stories of humanity; and to enrich and develop students’ cognitive and affective command and understanding of language in all its expansive dimensions, contexts and purposes.
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Contents
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CHAPTER |
TITLE |
AUTHOR |
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1 |
“WHAT IS WITHIN BECOMES WHAT IS AROUND”: IMAGINATION, INNOVATION, CREATIVITY |
JACQUELINE MANUEL, PAUL BROCK, WAYNE SAWYER, DON CARTER |
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2 |
ENGLISH: A SUGGESTED VISION AND A STRATEGY
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JOHN DIXON |
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3 |
THE VALUE OF LITERATURE AND LANGUAGE IN CONTEMPORARY EDUCATION: A PERSONAL PERSPECTIVE
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PAUL BROCK |
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4 |
RESEARCH, PEDAGOGY AND ENGLISH
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KEN WATSON |
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5 |
A PERSONAL PERSPECTIVE ON ATTEMPTS TO INTERNATIONALISE THE ENGLISH CURRICULUM THROUGH GLOBAL EXCHANGES
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JEANNE GERLACH |
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6 |
LANGUAGE AND LITERATURE: REVISITING SOME DEFINING EPISODES IN THE HISTORY OF ENGLISH
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WAYNE SAWYER |
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7 |
GETTING OFF THE SUBJECT; ENGLISH, DRAMA AND MEDIA AND THE COMMONWEALTH OF POWERFUL CULTURE
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JONOTHAN NEELANDS |
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8 |
“THE BEST MOMENTS”: ADOLESCENTS’ READING PRACTICES AND PREFERENCES
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JACQUELINE MANUEL |
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9 |
THE DISAPPEARANCE OF ENJOYMENT: HOW LITERATURE WENT WANDERING IN THE LITERACY WOODS AND GOT LOST
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TERRY LOCKE |
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10 |
RE-VISIONING ENGLISH EDUCATION: IMAGINATION, INNOVATION, CREATIVITY
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LIBBY GLEESON |
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11 |
RICH PERFORMANCE TASKS: RE-IMAGINING MULTIMEDIA DRAMA IN THE ENGLISH CLASSROOM |
MIRANDA JEFFERSON |
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12 |
“SOMETHING GRAND AND LUSTROUS”: SOME REFLECTIONS ON ‘CREATIVITY’ IN SUBJECT ENGLISH AND BEYOND
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13 |
CREATING IMAGINATIVE, PRACTICAL POSSIBILITIES IN K-6 ENGLISH CLASSROOMS
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ROBYN EWING |
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14 |
RE-VISIONING PRIMARY ENGLISH
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ANNALIES VAN WESTENBRUGGE |
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15 |
LITERATURE AS RICH CONCEPT THOUGHT
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SIMON HAINES |
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16 |
EMPATHY, IMAGINATION AND CREATIVITY IN ENGLISH AND DRAMA |
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17 |
“A LOVE OF TEACHING AND LEARNING”: A CASE STUDY OF ENGLISH TEACHING TRANSFORMED THROUGH QUALITY TEACHING AND PROFESSIONAL LEARNING
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VICKI TREBLE
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18 |
ENGLISH IN ENGLAND AND WALES: A NEW ERA?
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SUE BRINDLEY |
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19 |
DEVELOPING STUDENTS’ CREATIVITY IN PRIMARY ENGLISH THROUGH THE ARTS
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JANELLE WARHURST, KAREN CRAWFORD, JACKIE IRELAND, DOUG NEALE, JENNY PICKERING, CARLA RATHMELL, GRETEL WATSON |
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20 |
THE INDIJ READERS PROJECT
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MARGARET COSSEY |
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21 |
CREATIVITY, READING, WRITING AND LIFE’S EXPERIENCES
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BOB WALSHE |
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22 |
TEXTS, REPERTOIRES AND READING JOURNALS: HOW KNOWING WHAT THEY KNOW HELPS READERS READ
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JACK THOMSON |
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23 |
GOALS OR HORIZONS? THE CONUNDRUM OF PROGRESSION IN ENGLISH OR A POSSIBLE WAY OF UNDERSTANDING FORMATIVE ASSESSMENT IN THE ENGLISH CLASSROOM |
BETHAN MARSHALL |