While some international histories of English education are inclined to characterise the 1966 Dartmouth seminar as initiating some kind of revolution, other accounts have positioned it as one important conversation amongst many. Using Raymond Williams' notion of a "long revolution", this short essay characterises Dartmouth as making a valuable contribution to 50 years of sustained and rich inquiry into English education. The authors report on a recent development in this long revolution in Australia, the "stella2.0" praxis project, which brings together English teachers, pre-service teachers and teacher educators in a dialogic professional learning community. [This article was written with the assistance of Helen Woodford.]