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Developing Professional Memory
A Case Study of London English Teaching (1965â1975)
Series: - Studies in Professional Life and Work, Volume: 13
Author:
In Developing Professional Memory, the author examines narratives from âprogressiveâ and âradicalâ London-based English teachers who began their careers between 1965 and 1975. English teaching in this period, which the author defines as a âcauldronâ of competing and contested currents, is often portrayed negatively in dominant discourses around the subject. The teachersâ narratives, however, provide a much more nuanced and positive story.
By recovering and documenting the collective Professional Memory of English teachers in a particular conjuncture, this volume offers a compelling practitioner account of events and developments and proves that learning from Professional Memory has transformative potential. The author argues that by critically confronting narratives, practices and existing conjunctural circumstances, current practitioners might develop greater agency in debates around their professional roles and responsibilities.
By recovering and documenting the collective Professional Memory of English teachers in a particular conjuncture, this volume offers a compelling practitioner account of events and developments and proves that learning from Professional Memory has transformative potential. The author argues that by critically confronting narratives, practices and existing conjunctural circumstances, current practitioners might develop greater agency in debates around their professional roles and responsibilities.
Paul Tarpey, Ph.D. (2015), UCL Institute of Education, is a lecturer in Education and Social Science at St Maryâs University, Twickenham. He publishes on Professional Memory and English teaching.
Chapter 1: Motivations, Locations, Intentions
âIntroduction
âMotivations
âLocations
âApproaches
âStructure of the Book
Chapter 2: Conjunctures, Contexts, Circumstances
âIntroduction
âProgressive and Radical Traditions
âLocating English into a Wider Genealogy of Context
âThe Changing Identity of English Teaching
âDevelopments in Practice and Resources
âJohn Dixonâs âGrowthâ Model of English
âSome Wider Developments
âEvents and Developments in the ILEA
âThe Bullock Report
âContending Polarities in English?
Chapter 3: Memories, Narratives, Relationships
âIntroduction
âCollective Memory
âAutobiographical and Historical Memory
âInner Speech and Speech Genre
âSocial Constructionism
âNarrative Representation and PM
Chapter 4: Constructing Identities and Attitudes
âIntroduction
âEnglish before School and English at School
âAttitudes to English Lessons
âThe Teaching and Activities in English Lessons
âMemorable Teachers
âBeing âBadâ
âUniversity and Teacher Training College
âClassroom
âDeveloping Oral Work
âA Focus on Childrenâs Agency
âDeveloping Curricula and Assessment
âInsistence on Mixed-Ability
âThe Influence of ILEA and the English Centre
âProfessional Development in Other Areas
âWhat Do These Memories Tell Us?
Chapter 6: From âCauldronâ to Current Contexts
âIntroduction
âAttitudes to Regulation and Prescription
âIs There a Continuing Relevance of the Teachersâ Practice?
âWhat Defines This Generation of English Teachers?
âChanges in Attitude
âHas Something Been âLostâ?
âPerceptions of Professionalism and Accountability
âCan Lessons Be Learned from This Generation?
âSuggestions for Future Developments
âAre They âProgressiveâ Teachers?
âWhat Do These Memories Tell Us?
Chapter 7: Making Sense of the Memories
âIntroduction
âIdentities and Working Cultures in English Teaching
âAre There Alternative Speech Genres in English Teaching?
âThe Importance of Confronting Conjunctural Circumstances
âIs the Teachersâ Work Still Relevant?
âCompeting and Contested Currents in the Teachersâ Stories
âTeacher Memory and Teacher Nostalgia
âPolitical English Teaching?
Chapter 8: Conclusions, Implications, Destinations
âWhere to Next?
âWhat Is PM and How Might It Be Significant?
âWhat Practical Contribution Might PM Studies Make?
âPM and History of Education
âPM, Teacher Education and Professional Development
âPM, English Teaching and Collective Memory
âMore PM Studies?
References
Index
âIntroduction
âMotivations
âLocations
âApproaches
âStructure of the Book
Chapter 2: Conjunctures, Contexts, Circumstances
âIntroduction
âProgressive and Radical Traditions
âLocating English into a Wider Genealogy of Context
âThe Changing Identity of English Teaching
âDevelopments in Practice and Resources
âJohn Dixonâs âGrowthâ Model of English
âSome Wider Developments
âEvents and Developments in the ILEA
âThe Bullock Report
âContending Polarities in English?
Chapter 3: Memories, Narratives, Relationships
âIntroduction
âCollective Memory
âAutobiographical and Historical Memory
âInner Speech and Speech Genre
âSocial Constructionism
âNarrative Representation and PM
Chapter 4: Constructing Identities and Attitudes
âIntroduction
âEnglish before School and English at School
âAttitudes to English Lessons
âThe Teaching and Activities in English Lessons
âMemorable Teachers
âBeing âBadâ
âUniversity and Teacher Training College
âClassroom
âDeveloping Oral Work
âA Focus on Childrenâs Agency
âDeveloping Curricula and Assessment
âInsistence on Mixed-Ability
âThe Influence of ILEA and the English Centre
âProfessional Development in Other Areas
âWhat Do These Memories Tell Us?
Chapter 6: From âCauldronâ to Current Contexts
âIntroduction
âAttitudes to Regulation and Prescription
âIs There a Continuing Relevance of the Teachersâ Practice?
âWhat Defines This Generation of English Teachers?
âChanges in Attitude
âHas Something Been âLostâ?
âPerceptions of Professionalism and Accountability
âCan Lessons Be Learned from This Generation?
âSuggestions for Future Developments
âAre They âProgressiveâ Teachers?
âWhat Do These Memories Tell Us?
Chapter 7: Making Sense of the Memories
âIntroduction
âIdentities and Working Cultures in English Teaching
âAre There Alternative Speech Genres in English Teaching?
âThe Importance of Confronting Conjunctural Circumstances
âIs the Teachersâ Work Still Relevant?
âCompeting and Contested Currents in the Teachersâ Stories
âTeacher Memory and Teacher Nostalgia
âPolitical English Teaching?
Chapter 8: Conclusions, Implications, Destinations
âWhere to Next?
âWhat Is PM and How Might It Be Significant?
âWhat Practical Contribution Might PM Studies Make?
âPM and History of Education
âPM, Teacher Education and Professional Development
âPM, English Teaching and Collective Memory
âMore PM Studies?
References
Index
Those interested in English teaching: English teachers, teacher trainers, researchers. Also, life historians, students of history, English or social sciences. Those interested in professional life and work, narrative and memory.