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ERIC Number: EJ1120731
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0155-2147
Different Histories? Reading Dartmouth … Against the Grain
Green, Bill
English in Australia, v51 n3 p25-32 2016
The Dartmouth Seminar is rightly understood as a key event in English curriculum history--indeed, "a pivotal moment," as one commentator put it. Nonetheless questions can still be asked about the nature of its significance, both "discursively," with regard to the discourse (and rhetoric) of post-Dartmouth English teaching, and "historically," with regard to English curriculum history. Proposing that Dartmouth be seen as a text, this paper explores issues of language, representation, knowledge, power and history, focusing on what seems to have been forgotten or at least overlooked in subsequent accounts of Dartmouth and the "Growth" paradigm in English curriculum studies. To what extent has a "received" history been allowed to obscure and obstruct potentially more productive discourse on rethinking the subject? What does all this mean for thinking historically about English teaching?
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A