Abstract
The centenary of the publication of The Teaching of English in England provides an opportunity to consider the current National Curriculum for English in England from a historical perspective. This paper reports on a hermeneutic study that explores the humanist values underpinning Newbolt’s Report and how they shape the creative practice the Report advocates, in relation to the current curriculum. It briefly considers the reasons behind the current creativity- and risk-averse orders and the possible impact on creative classroom practice, concluding that an awareness of the tradition of creativity in English teaching (in particular, through Newbolt) is important to shape future practice. In so doing, it promotes hermeneutics as an approach to educational research.
| Original language | English |
|---|---|
| Pages (from-to) | 253-265 |
| Number of pages | 13 |
| Journal | English in Education |
| Volume | 53 |
| Issue number | 3 |
| Early online date | 5 Aug 2019 |
| DOIs | |
| Publication status | Published - 1 Sep 2019 |
Bibliographical note
The article is for a Special Edition on the near-centenary of the publication of the Newbolt Report (1921)Structured keywords
- SoE Centre for Teaching Learning and Curriculum
- SoE Centre for Knowledge, Culture, and Society
- SoE Language Literacies and Education Network
Keywords
- creativity
- humanism
- hermeneutics
- Newbolt
- national curriculum
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Profiles
-
Dr Lorna A Smith
- Educational Futures Network
- Centre for Teaching, Learning and Curriculum
- School of Education - Senior Lecturer in Education (PGCE English)
Person: Academic , Member