Subject English as citizenship education

2.50
Hdl Handle:
http://hdl.handle.net/10547/623346
Title:
Subject English as citizenship education
Authors:
Belas, Oliver ( 0000-0001-6592-5467 ) ; Hopkins, Neil ( 0000-0003-0624-8157 )
Abstract:
This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long‐standing diversity of English society, as well as its present and long‐standing inequalities.
Affiliation:
University of Bedfordshire
Citation:
Belas O, Hopkins N (2019) 'Subject English as citizenship education', British Educational Research Journal, 45 (2), pp.320-339.
Publisher:
Wiley
Journal:
British Educational Research Journal
Issue Date:
4-Jan-2019
URI:
http://hdl.handle.net/10547/623346
DOI:
10.1002/berj.3500
Additional Links:
https://onlinelibrary.wiley.com/doi/10.1002/berj.3500
Type:
Article
Language:
en
ISSN:
0141-1926
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorBelas, Oliveren
dc.contributor.authorHopkins, Neilen
dc.date.accessioned2019-07-04T11:01:24Z-
dc.date.available2019-07-04T11:01:24Z-
dc.date.issued2019-01-04-
dc.identifier.citationBelas O, Hopkins N (2019) 'Subject English as citizenship education', British Educational Research Journal, 45 (2), pp.320-339.en
dc.identifier.issn0141-1926-
dc.identifier.doi10.1002/berj.3500-
dc.identifier.urihttp://hdl.handle.net/10547/623346-
dc.description.abstractThis article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long‐standing diversity of English society, as well as its present and long‐standing inequalities.en
dc.language.isoenen
dc.publisherWileyen
dc.relation.urlhttps://onlinelibrary.wiley.com/doi/10.1002/berj.3500en
dc.rightsYellow - can archive pre-print (ie pre-refereeing)-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectliteratureen
dc.subjectcitizenshipen
dc.subjectidentityen
dc.subjectpost-colonialismen
dc.subjectX330 Academic studies in Secondary Educationen
dc.titleSubject English as citizenship educationen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalBritish Educational Research Journalen
dc.date.updated2019-07-04T10:55:16Z-
dc.description.noteHi, unfortunately the publisher will not permit us to archive the published pdf. Do you have a previous version we could use? eg the version after review but before publisher formatting applied.-
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