Categorising the Imagination in the Age of Standards-based Reforms: Teaching, Learning and Culture in the English Classroom
In this essay I explore the tensions between the static nature of standardised assessment and the dynamic student-focussed approach to appreciating literature that I value. I have closely analysed two of a series of lessons on the gothic literary genre taught by a student teacher on her first placement. By reflecting critically on my own journey as a teacher and by drawing on the recent debate surrounding the inculcation of genre theory in the curriculum, this essay aims to explore the way that such standard-based reforms can shape and mould the topic.
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Document Type: Research Article
Affiliations: Institute of Education, University of London, London, UK
Publication date: July 3, 2014