The Dance and the Tune: A storied exploration of the teaching of stories

Lorna Smith, Helena Thomas, Susan Chapman, Joan Foley, Lucy Kelly, Judith Kneen, Annabel Watson

Research output: Contribution to journalArticle (Academic Journal)peer-review

1 Citation (Scopus)
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This paper tells a story of one student teacher’s experiences as she considers the choice of fiction texts studied by young secondary learners of English, and how those texts are taught. Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that such curricula can stifle effective teaching and learning, and so teacher educators have a duty to provide new entrants to the profession with a range of perspectives, opportunities and experiences. Through so doing, we promote the fictionalisation of data as a valid, robust approach to educational research.
Original languageEnglish
Number of pages14
JournalChanging English: Studies in Culture and Education
Publication statusPublished - 31 Aug 2021

Bibliographical note

Publisher Copyright:
© 2021 The editors of Changing English.


  • English curriculum
  • Key Stage 3
  • Fictionalisation
  • Story
  • Connoisseurship
  • teacher agency


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