NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1180084
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1468-1366
English and the Knowledge Question
Doecke, Brenton; Mead, Philip
Pedagogy, Culture and Society, v26 n2 p249-264 2018
This essay poses the question of the role that literary knowledge plays in subject English. It thus engages with current debates, largely prompted by Michael Young's call to 'bring knowledge back in', about the need to restore academic knowledge as the basis of the school curriculum. We take issue with Young's understanding of knowledge, arguing that it privileges propositional knowledge at the expense of the interpretive activities typically associated with literary studies, and thus fails to provide a valid framework for supporting students as they read and engage with literary texts. We focus on two moments in the history of subject English, namely the Newbolt Report (1921) and John Dixon's "Growth Through English" (1967), showing how they embody understandings of the nature of 'knowledge' and 'experience' as they are mediated by language that provide a significant counterpoint to Young's arguments.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A