ClairePollard

MACMEUnit4MajorProject:Production,ValidationandDefense

ThePrimacyoftexts:theproblemwithcanonisationin thesecondaryschoolEnglish,MediaStudiesandFilm Studiescurriculum.

ClairePollard TheCentreforExcellenceinMediaPractice BournemouthUniversity 22ndJuly2012

TableofContents

1.INTRODUCTION 2.CONTEXT:THEPROBLEMWITHCANONS 3.METHODOLOGY 3.1EVALUATINGMYMETHODOLOGY 4.SUMMARYOFKEYFINDINGSFROMDISCOURSEANALYSISOFTESFORUMS 5.SUMMARYOFKEYFINDINGSFROMINTERVIEWSWITHSUBJECTOFFICERS 6.CONCLUSIONS 7.STRATEGYFORIMPLEMENTATION 2 6 9 13 14 15 21 22

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MACMEUnit4MajorProject:Production,ValidationandDefense

1.Introduction
InMarch2011,MichaelGove,thesecretaryforeducation,recommendedthatallsecondaryschool pupilsshouldbereading50booksayear.HenamedseveralauthorshefeltweresuitableandThe DailyTelegraphreportedthatitisexpectedthatthenewNationalCurriculumReviewwillspecifythe keyauthorschildrenshouldstudyateachkeystage(Paton,Graeme,March22,2011).Thisisalevel ofprescriptionfarbeyondanywehaveseeninthesecondaryschoolcurriculuminrecentyears. Itisnotjustthecontentofthislistthatneedstobecalledintoquestion;theveryexistenceoflistsof keytextsandwritersisproblematicandmayhaveapotentiallydamagingeffectonstudents.This singleeventissymbolicofwiderchangesintheeducationsystemunderthenewcoalition governmentaswhatweteachandhowweteachit(beitphonicspellingorpoetryrecitalinprimary) becomesmoreandmoreprescribedandschoolsandteachershavelessfreedomtodowhatisbestfor theirstudents.Thenatureofprescriptionimmediatelydevaluesorinvalidatesthatwhichisnot included. Inthesamespeech,Goveexpressedoutragethatmorethan90%ofstudentsarestudyingJohn SteinbecksAmericannovellaOfMiceandMenatGCSEdespitethefactthatthesecondaryEnglish curriculumlistsahugerangeofwritersfromBunyanandChaucer,toLarkinandAmis(Gove,M., January20,2011).ThiscommentsuggestsGovehastwocomplaints:firstlythatitisnotaBritish writerwhodominates,whichraisesimportantquestionsabouttheroleofthecurriculuminpromoting orsupportingaBritishideologyoridentityandmoresignificantly,whodecideswhatthatshouldbe andsecondly,thatthecurrentcurriculumisnotwideranging(Gove,2011)andperhapsnowthat OfMiceandMenissopopularitceasestobeperceived(byamanwhoattendedanindependent secondaryschoolandOxfordUniversity)asworthyofstudy. ThedominanceofOfMiceandMenisaninterestingphenomenon;certainlyithasbeenastapleofthe Englishcurriculumsincethe1970s.Butthereasonforthisisnotbecausetherehasntbeen,beforeor since,abetterorworthiertext.Itisbecauseschoolsareprovidedwithalistoftextsthathave beenchosenbyanexamboardandarebeingtaughtinasystemwhereschoolsarecompetingfor

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MACMEUnit4MajorProject:Production,ValidationandDefense

placesonleaguetables.Therefore,decisionsaboutwhattoteacharemadenotonthebasisofwhats bestforstudentsbutonthebasisofwhatisperceivedtobeappropriatebyexamboardgatekeepers, (thefirststageoflimitation)andwhatismoreconvenientforschoolstogetthebestresults(the secondstageoflimitation). Currentlymorethan60%oftheschoolpopulationfollowstheAQAsyllabusforEnglishLiterature GCSEforwhichstudentsareonlyexaminedon2texts,amodernproseordramatextandan exploringculturestext.Thesetextscanbechosenfromalistnineandfourrespectively.Ofthatlist offourOfMiceandMenisextremelypopularforanumberofreasons.Firstlyitisconsiderablyshorter thantheotherchoices,128pagescomparedwith336,320and2401.Theformatofassessmentisopen bookexaminationwherestudentsareexpectedtoselectquotesinresponsetoaquestionwhichbe focusedoncharacterortheme.OfMiceandMen,has6clearlydefinedchapterssomeofwhichfocus onaspecificcharacterorissueandacyclicalnarrativewithclearlinksbetweentheopeningsceneand finalscenemakingiteasyforstudentstofindrelevantquotationfortheirresponses.Whenpreparing 15and16yearoldsforatimedconditionsterminalexamination,oftenthesepracticalconsiderations haveastrongerinfluenceoverwhatweteachthanmoreworthyconsiderations.Theironyis, however,thatasaresultofthesepracticalchoicesmadebyEnglishdepartmentsnationwide,wehave inadvertentlymadeOfMiceandMenoneofthemostsignificantnovelsofthe20thcentury.Our students,unawareofthepracticalmotivesforchoosingtexts,simplyacceptthatthisisthebest exampleofEnglishLiteraturewheninrealitythisprimacyhasbeenachievedbecauseitisthebook bestsuitedtotheformatoftheexamination. CertainlyasateacherofEnglish,IfinditfrustratingtohavetoteachOfMiceandMen.ItisnotabookI enjoyedatschool,IfinditoverlymasculineandeveryyearIfindmyselfhavingtodefendCurleyswife toboyswhobelieveshewasaskingforit.Inmyowninstitutiondecisionsarebeingmadeabout whatmyyear11classwillstudynextyear.Personally,Iwouldprefertoteachadifferentnovelbut 1PurpleHibiscus,ChimamandaNgoziAdichie,336pages
MisterPip,LloydJones,240pages ToKillAMockingbird,HarperLee,320pages OfMiceandMen,JohnSteinbeck,128pages

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MACMEUnit4MajorProject:Production,ValidationandDefense

becausemystudentsarenotofahighabilityandbecauseIamcurrentlyteamteachingwithatrainee teacher,pressureisbeingputonmetoteachOfMiceAndMen.Myheadsofdepartmentperceiveitto beabetterchoicebecauseresourcesarereadilyavailableforaninexperiencedteacher. Thishighlightsanadditionalproblemwithcanonisation:therepeatedteachingandreteachingofa textisaprocessoffixingandnarrowingmeaning;asresources,studyguidesandrevisionbooksare created,theopportunitiesforindividualcriticalreflectionandinterpretationarelimited.Thestudyof Literatureshouldnotbeaboutlearningandreproducingtaughtmeaningsandinterpretationsof GreatWorks.ThisisastarkcontrasttohowIruntheMediaStudiesdepartmentwherethereisvery littlefocusonobjectsofstudyandalmostnoadherencetoacanonofsignificanttextsandstudents owninterpretationsarehighlyvalued.A2Mediastudentsoftenstruggletobelievethattheyare allowedtoexpresstheirownopinionsaskillnotencouragedinothersubjectsatthislevel. Incontrast,tothenarrowingofthecurriculuminEnglishLiterature,currentdebatesinMediaStudies explorethenotionthatinaweb2.0worldaMediaStudiescurriculumshouldfocuslessonstudyofbig mediainstitutionsandmorehowpeopleattributemeaningtomedia,reinterpret(andinsomecases remix)mediaandmapmediaexchangesandmeaningsintotheireverydaylives(McDougall2012). So,acurriculumbasedmoreonprocessthancontent.Underthismodel,anytextthatstudents encounter,beitanobscureRussiandocumentaryoranInternetmeme,isworthyofscrutinyand analysis.Somearguethatthisapproachdevaluesanddelegitimiseswhatisalreadyseenasanon academicsubjectandinuncertaintimesforAlevelsingeneral,academiclegitimacyistheonlyway tosaveasubjectaspoorlyregardedasMediaStudiesfrombeingpusheddownavocationalroute. Perhapsthesubjectscloserelationship,inschoolsatleast,withEnglishiswhataccountsforthiscrisis ofidentity:teacherswanttomakeMediaStudiesmorelikeEnglishtolegitimisetheirteachingofa softsubjectandprotecttheirownculturalcapital(Bourdieu,2010).Althoughmorethan50%of myteachingtimetableisMediaStudies,IamguiltyofreferringtomyselfasanEnglishTeacherin certainsituationstoprojectamoreintellectualimagetopeoplewhowouldbedisparagingofthe studyofpopulartexts.TeachingandlearningOthello,GreatExpectationsandEmilyDickinsonsounds

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MACMEUnit4MajorProject:Production,ValidationandDefense

betterthanteachingandlearningEastisEast,AttacktheBlockandMakeBradfordBritish.Butmy Mediastudentsareactivelyengagedincriticalreflectionandanalysis;theystudentswillbeattacking ordefendingthesetextswhereasmyEnglishclasswillbelearningtoappreciatetextsthathave beenappreciatedbypeoplebeforethem. Attheheartofthisdebateisaquestionabouttheschoolsroleinprovidingstudentswithcultural capital.InDistinction:ASocialCritiqueoftheJudgementofTaste(2010),PierreBourdieuusesthe phraseculturalcapitaltorefertoasetofcompetencesorassetsthatanindividualpossessesthat influencesocialmobility.Henoticedthatoftenculturalcapitalwaslinkedtoeducationaland economiccapitalandthatthiswasalsolinkedtotaste.Peoplefromlowersocioeconomicgroups preferreddifferenttypesofmusic,booksandfoodthantheirupperclasscounterparts.Thissuggests thenthatpersonaltastesomethingmostindividualsfeelthattheycontrolorisuniquetothemis actuallyaconstruct.Althoughhistheorywascriticisedforbeingtoodeterministicandgrantingtoo muchpowertosocialstructureoverindividualagency,hisresearchisimportantwhenconsideringthe roleofschoolsinselectingwhatstudentsshouldread.Wouldwebedoingouryoungpeoplea disservicebyteachingBridgetJonesDiaryatAlevelasopposedtoPrideandPrejudice?Botharetexts aboutclass,socialanxietiesandromanticlovebutonecarriesthesymbolicbadgeofcredibilityand theotherdoesnot. IhavepersonallyfoundculturalcapitaltobeanimportantsocialassetandIamconcernedthatmy studentswillbedisadvantagedbyhavingnotaccessedcertaintextsanddebatesofcanonical importancebeforegoingtoUniversity;Iworryabouttheimpactthatmighthaveontheirstatusina highereducationenvironment.Bourdieudiscussestheimportanceofteachers;consciousor unconsciousexpectationsandpeergrouppressurewhoseethicalorientationisitselfdefinedbythe classvaluesbroughtintoandreinforcedbytheinstitution.Thisallocationeffectandthestatus assignmentitentailsdoubtlessplayamajorroleinthefactthattheeducationalinstitutionsucceeds inimposingculturalpracticesthatitdoesnotteachanddoesnotexplicitlydemand,butwhichbelong totheattributesattachedbystatustothepositionitassigns,thequalificationsitawardsandthe socialpositionstowhichitlatergiveaccess.(2010,p.17).Onesuchculturalpracticeistheteachingof

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MACMEUnit4MajorProject:Production,ValidationandDefense

keyandcanonicaltextsanddebatesshapedandsanctionedbyacademicsinthefield.SowhenanA gradestudentinMediaorFilmStudiesfailstodemonstratetherequisiteculturalcapitaltheirlow statusisestablishedamongtheirpeersandlecturers.Byadheringtoacanon,teachersandexam boardsaresupportingitsexistence.Butbynotadheringtoacanon,onerisksdisadvantagingstudents anddevaluingourownculturalcapital.

2.Context:theproblemwithcanons
Thecreationoflistsiscommonpractice.Thepress,media,publishers,allcreatelistsforvarious purposes:toentertain,toprovokedebate,toawardprizes,tomakeprofits.Suchlistsarereasonably harmlessbecauseofthepublicrealminwhichtheyarecreatedandpromoted.Withaliteraryprize, forexample,peopleusuallyassesshowfartheyagreeordisagreewithdecisionsbasedontheirown opinionortheiropinionsofthepeopleorinstitutionsmakingthatdecision.Educationalcanon creationisdifferent. Thesecondaryschoolsyllabushasanunspokenauthorityinitsanonymity.Booksappearonlistsofset textsandverylittleisknownabouttheprocessofselectingthesetextsandwhatpowersinfluenceor dictatewhatistaughtinschoolsunderthetermliterature.Obviouslythecanonoftextstaughtin schoolsisinfluencedbywhatacademicsandUniversitiesperceivetobeofsignificancebutmanyof thestudentsweteacharenotconnectedtotheworldofacademiaandneverwillbe.If,asPierre Bourdieuclaims,class(asdefinedbyeconomiccapitalandfathersoccupation)andtastearedirectly linkedthenthereisadirectconflicttakingplaceintheeducationsystem.Thetextsthatstudentsare madetoreadinsecondaryschoolsarechosenbypeopleinUniversitiesorattheverytopof examinationboardswhoare,inthemostpart,fromadifferentsocialclasstothemselves.Thusthe studyofEnglishLiteraturebecomesaprocessofaligningstudentstasteswithaneducationalelite. Eveninanagewhenmanypeopleinpositionsofacademicpowerarenotfromprivileged backgrounds,theystillbelongtoaneliteandhaveadheredtospecificculturalpracticesinordertoget there.Whilstmuchcriticismoftheliterarycanonfocusesmakingitmorerepresentative,Guillory

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MACMEUnit4MajorProject:Production,ValidationandDefense

assertsthatanydecision,nomatterhowinclusiveinitsintention,isexclusive:itismucheasierto makethecanonrepresentativethantheUniversity.Moretothepoint,thosemembersofsocial minoritieswhoentertheuniversitydonotrepresentthesocialgroupstowhichtheybelong,as theyhaveaccruedculturalcapitalsanctionedbythoseinstitutions.Itispurelythesymboliccapitalof theirqualificationsthatpermitsthemtosettheagendaforwhatbooksmillionsofteenagersreadin mainstreamschoolswhen,arguably,popularcommentators,parentgroupsorschoollibrariansmight bebetterequippedtodoso. Atleastiftextswerechosenbysomeoneinthepublicmainstream,studentsmightmorecomfortably developskillsofcriticism.Therecouldbemoregenuinediscussionamongstudentsandteachers aboutthesuccessofatext.Studentswouldbeabletohatebooksfreelywithoutbeingmadetofeel thatnotappreciatingatextwasequaltonotbeingcleverenoughtogetit,thereforepreventing themfromaccessingtheelitistclubofLiteraturestudy. GuilloryevaluatestherelevanceofGramscisideaofunitaryschools(PrisonNotebooks,Gramsci,A., 1998)whereageneralcurriculumisofferedwithaviewtodevelopingamethodofresearchandof knowledge,andnotapredeterminedprogrammelearningtakesplaceespeciallythrougha spontaneousandautonomouseffortofthepupil,withtheteacheronlyexercisingafunctionof friendlyguideashappensorshouldhappenintheuniversity.Thismodel,whichplacesthe studentsinterestsandexperienceatthecoreofitsideologyisquiteprescientwhathestalking abouthereisthedevelopmentofskillsandpracticesasopposedtotheassimilationofabodyof knowledgedeterminedbyacademicexperts.Guilloryseesthisintegratedmodelasanalternativeto canonisationinthesensethatifindividualinstitutionsoperateinthiswaythenthecultureofthe schoolreallyisthecultureoftheschoolandthepeoplewhoinhabitit.InGramscissystemandworks thereforecannotbeallegorisedasintrinsicallycanonicalorintrinsicallynoncanonical,intrinsically hegemonicorintrinsicallyantihegemonicasopposedtoareceivedculturehandeddownfromthe stateorfacelessexamboardsandregulators. Theconnectionbetweenacademiccriticismandthestatusoftextsisstrong.Modernliterarycriticism

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MACMEUnit4MajorProject:Production,ValidationandDefense

isoftenlinkedbacktotheworkofF.R.Leavis.InTheGreatTradition(1950),Leavistooktheposition thatwiththeexceptionofJaneAusten,GeorgeEliot,JamesandConrad,therearenonovelistsin Englishworthreading(p.9).InhisprefaceLeavisdoesnotapologiseforhisopinions;theopening quotationfromSamuelJohnsonsprefacetoShakespearenotdogmaticallybutdeliberately (p.9)suggeststhatthisworkismeantasastartingpointfordiscussionaboutliterature,notasa definitivetruth. Headdsthattheonlywaytoescapemisrepresentationisnevertocommitoneselftoanycritical judgementthatmakesanimpactthatis,nevertosayanything.Istill,howeverthinkthatthebest waytopromoteprofitablediscussionistobeasclearaspossiblewithoneselfaboutwhatonesees andjudges,totryandestablishtheessentialdiscriminationsinthegivenfieldofinterest,andtostate themasclearlyasonecan(fordisagreement,ifnecessary).(p.9)[emphasisasoriginal].Ofcourse, hisopinionsonliterature,comingfromanestablishedandrespectedcriticarehighlyinfluentialbuthe doesexpecttobearguedwith.Atfault,then,arethosewhoteachandreproducetheseviewswithout challengeorcriticismespeciallywhenthepeopleproducingopinionbelongtoonesocialgroup:white, educatedandmiddleclass.AsthenovelistHowardJacobsonLeavisformerpupilclaims,Heisan exemplar,tobelearntfromnotfollowed,ofhowtomakeliteratureyourown.Whathesawwashighly idiosyncratic;wecannotseeitthatwayagain.Butheteachestheimportanceofseeingitsomeway andasthingsare,isnthisstilltheonlynarrativeonthetable?(HowardJacobsononbeingtaughtby FRLeavis,TheDailyTelegraph,2011).Thechallengeforusasteachersisfindingwaysofinstillingin ourstudentstheskillsandconfidencetocommitthemselvestoacriticaljudgement,tomake literaturetheirown.Onewayofdoingthisisthroughthestudyoftextsthatstudentsconsume independently,outsidetheschoolenvironment. WhenIdiscoveredthat,intheir1942bookCultureandEnvironment,FRLeavisandDenysThompson recommendedusingfilms,advertisementsandnewspaperstodevelopcriticalawarenessinschool childrenforamomentIfeltvindicatedasateacherofMediaStudies;tome,thiswasproofthatthese objectsofstudywereasworthyasLiterature.ThisrevealsanideologicaldilemmathatIamcertain afflictsotherteachers.Ihavealongstandingrespectforandattractiontowardsacademia,soperhaps

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MACMEUnit4MajorProject:Production,ValidationandDefense

IfeelaneedforMediaStudiesberegardedashavingthesameprestige.Sincebecomingateacherin thestatesector,Irealisethisreverenceforliteratureisnotthenorm.Mostofmystudentsdonotfeel likethatandassuchwouldbebetterservedbybeingtaughtcriticalskillsapplicabletothetextsthey encounteronadailybasis.Theobjectofstudysperceivedstatusbyasocialeliteissecondarytothe developmentofanalyticalandcriticalskills.Perhaps,then,itistheteachersandexamboardswho perpetuatethiselitismintheteachingandlearningofEnglishLiterature.

3.Methodology
Throughinterviewswithsubjectofficersatexamboardsacrossthreedisciplines:EnglishLiterature, FilmStudiesandMediaStudies,Ianalysethewaysthatprescriptionisexplainedandjustified.Iwill gaindeeperunderstandingofhowpeopleinpositionsofpowerusethatpower(ornotasthecasemay be)toinfluencewhatstudentsaretaughtinschools. IbeganthisprojectwiththeaimoffindingoutwhycertaintextsinEnglishgainprimacyandwhat factorsfedintoteachersdecisionsaboutwhattoteachbutthroughouttheprocessofresearchmy focusshiftedslightly.IrealisedthattherewerenumerousfactorsinfluencingdecisionsandthatI wouldbeunlikelyevertouncoverthetruthabouthoweducationalcanonsarecreated.Idecided, therefore,totakeamoreconstructionistapproachandfocusonhowpeopledescribedtheprocesses aroundandreasonsforchoosingparticulartexts. MystartingpointwasacasestudyanalysisofcommentsmadebyteachersaboutOfMiceandMenon theTimesEducationSupplement(TES)internetchatforums.IstartedathreadentitledWhydoyou teachOfMiceandMen?andusedtheresponses,aswellastheresponsestoasimilarthreadposted earlierintheyear.Icategorisedthereasonspeoplegaveforteachingit.Theresultsareshown belowinfig.1.1

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MACMEUnit4MajorProject:Production,ValidationandDefense

Fig.1.1AnalysisofTESForum:WhydoyouteachOfMiceandMen?

Potterclaimsthatdiscourseanalysis,throughfocusingonthelanguageadoptedbyindividuals emphasizesthewayversionsoftheworld,ofsocietyeventsandinnerpsychologicalworldsare producedindiscourse(quotedinSocialResearchMethods,Bryman,A.2004,p.370)soratherthan takingtheircommentsatfacevalue,Ihopedtouncoversomethingmoremeaningfulabouthowfar differentagentsfeeltheyhavethepowertochoosewhattoteachorwhethertoacertainextentthe decisionsarefelttobetakenelsewhereandthereforeoutoftheirhands.Thiswillenablemeto proposewaysofempoweringthosewhocaninfluencethecurriculumtoensurethatstudentsare readingtherighttextsfortherightreasons. OneofthemostinterestingthingsabouttheresponsesontheTESforumwasthewayinwhich teacherstalkedaboutandjustifiedtheirdecisionsinselectingandprescribingtexts,oftenbeginning

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MACMEUnit4MajorProject:Production,ValidationandDefense

withreasonsthatwereoutoftheircontrolsuchasBecauseitisonthesyllabusorbecausewehave lotsofcopiesandnodiscerniblebudgetforanythingnew.ThetoneofmanyofthepostsontheTES forumswasslightlydefensivewithpeopleeitherstaunchlysupportingtheirpersonaldecisionsor deflectingtheblameontoaheadofdepartmentorexamboard.Infactthefirstresponsewasasking meforthecontextofmyresearch,whichIclarifiedbutIwasthenconcernedthatrespondentswere modifyingtheircomments,whichwerereasonablyformal,becausetheyknewwhattheprojectwas about.Gillarguesthatdiscourseisaformofactionandisapracticeinitsownright(Bryman,A. p.371)andassuchcanbeadaptedinresponsethecontextthatheorsheisconfrontedwith.Certainly onthechatforumthiswasthecase.Anotherthread,entitledOfmiceandbleedinmen!!hadbeen started6monthsearlierintheyearbymymoosewiththemorecolloquialandcontentiouspost:I can'tbelievethisbookisstilldoingtheroundsinschools.Howaboutsomethingabitmoreinspiring forteenagersthanthisdrivel?Thecommentsinthisforumprovedamuchrichersourceofhonest commentaboutthenatureofprescriptionandthevalueofthisparticulartextontheEnglish curriculum.Mostoftheutterancesanalysedbelowcamefromthismoreinformalthread. InSocialResearchMethods,Brymansaysthatindiscourseanalysis,emphasisisplacedonthe versionsofrealitypropoundedbymembersofthesocialsettingbeinginvestigatedandonthe fashioningofthatrealitythroughtheirrenditionsofit(p.370)soaswellasanalysingthediscourseof teachersIalsospoketoexaminersandsubjectleadersacrossGCEEnglishLiterature(AQA,WJEC2) MediaStudies(OCR3)andFilmStudies(OCR,WJEC4)togetaninsightintoprocessesofprescribing texts.Theselectionofsubjectswasbasedpurelyonwhorespondedtomysolicitation.Somewere interviewswherethesubjectswerehappytoberecordedoverthephoneandsomewerewritten emailresponses.IalsoincludeinmydataanessayandemaildiscussionwithanITTcourseleaderin MediaStudiesatSussexUniversity5whoIhadknowntoexpresssomeunfashionableopinionsabout theneedforcanonformationinMediaStudies.6
2 3

HenceforthknownasEN1andEN2 HenceforthknownasMD1 4 FM1andFM2 5 MD2 6 Transcriptscanbefoundinappendices3b,4b,5b,6b,7band8b

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MACMEUnit4MajorProject:Production,ValidationandDefense

AlthoughIfeltthatbeinghonestaboutmyresearchhadsomewhatsterilisedtheTESchatthread,I feltIhadtobehonestwiththeseprofessionalsinordertogetthemtoagreetobeinterviewed.The emails(appendices3a,4a,5a,7a)Isentwereslightlyadaptedtosuggestamoresympatheticfeeling towardstheirspecificsubject.Whenanalysingthedatahowever,itwasimportanttokeepinmind thattheyknewtheywererespondingtoadefenderofMediaStudiesandsomeonepotentiallyhostile totheprescriptionoftexts.Infacttwointerviewees(notablythemostexperienced)beganthe conversationbyaskingmetoexplainmyrole,whyIwasinterestedandwhatIhadfoundoutsofar. Whenanalysingandcodingthedata,Isetouttolookforexamplesofideologicaldilemmas,and interpretiverepertoiresdefinedbyPotterandWetherallthus: Repertoirescouldbeseenasbuildingblocksspeakersuseforconstructingversionsofactions, cognitiveprocesses,andotherphenomenathepresenceofarepertoirewilloftenbe signaledbycertaintropesorfiguresofspeech.(1988,p.172) HavingtranscribedthetextsInoticedfourinterestingprocessesinthewayrespondentsconstructed theirrealitiesaroundtheirroleinthelargersystemofcanonformation.Thecategoriesaredefined below: Category1:Anideologicaldilemma/conflictbetweentheirpersonalopinionsandtheirprofessional role.Thissometimesmanifesteditselfintheuseofdistancingdevicesinthediscourseofanumberof participants(colouredpinkonthetranscripts). Category2:Deflectingpersonalresponsibilityorpacingblameonanothergroupofpeopleoranother institution(colouredgreenonthetranscripts). Category3:Makingvaluejudgmentsabouttextsdiscussed.Inanyconversationabouttexts,titleswill inevitablycomeupandInoticedthatdespite(insomecases)theinsistencethatthereshouldbeno hierarchyoftexts,nonethelessinconversationpersonalopinionswereexpressedabouttexts, (colouredyellowonthetranscripts).

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Category4:Ascribingstatustosubjectsthroughexplicitorimplicitcomment(colouredblueonthe transcripts).

3.1Evaluatingmymethodology
Analysingdiscoursewasmucheasierintheinterviewsthantheemailresponses,mainlybecauseIwas abletosteertheconversationanduseclarifyingquestions.Incontrast,thecraftednatureoftheemail responsesmeantthattheyweredifficulttocodeunderthecategoriesIdoriginallyoutlined,although theircommentswereusefulinmyexplorationofthewiderissue.Thisunfortunatelymeantthatthe majorityofmydiscourseanalysisendedupreferringtomainlyFilmStudiesandEnglishLiterature althoughinallinterviewstheroleandstatusofallthreesubjectswerediscussed.Also,asIfoundwith thechattread,themostfruitfuldiscourseoccurredinthelessformalconversationalmomentsinthe telephoneinterviews.Theintervieweesbeganeachinterviewwithadefiniteposition,somethingthey hadthoughtaboutinadvanceandplannedtosaybutitwastheconversationthatwasspontaneous thatrevealedthemost. Anotherflawofthistypeofanalysisisthatitdoesnttakeintoaccountthepersonalityandexperience withintherolesoforexample,distancingdeviceswereusedveryheavilyintwointerviewsbutI suspectfordifferentreasonsinonecase,withEN1,Isensedthathehad(oratleastwantedmeto believehehad)strongleftleaningopinionsthatwereatoddswithhisofficialrolewhereasFM1 seemedtobeconcernedaboutmisrepresentingtheexamboardforwhichheworked.EN2sresponse despiteusingthewordwewasveryofficialandgavealmostnopersonalresponsemerely forwardingtheOfQualdocumentthattheyuseasabasisfortheirdiscussions.Iknewfromaprevious emailthatsheisrecentlyappointedtotheroleandthereforehaslittlepersonalexperienceofthe processofselectingtitlesforprescription. WereItodothisagainIthinkIwouldneedtouseabiggersampleandtakeintoaccountthe experienceoftheinterviewee.Thiscouldeasilyhavebeenestablishedbyincludingitinour discussions.Nonetheless,generalthemesdidemergeandIfeelIwasabletodrawsomefairlyrobust conclusionsbasedonthesmallsampleavailabletome.
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4.SummaryofkeyfindingsfromdiscourseanalysisofTESforums
Thereweretwomainfindingsfromthisanalysis.Firstlythattheformalstructuresofthecurriculum andassessmentarethedominantforceindecidingwhattextaretaught(category1):thiswas mentionedbythemajorityofrespondents.Secondly,thatsometeacherswereexperiencingfeelings ofdisappointmentthattheirstudentsdonotenjoythesamequalityliteraturethattheydo(category 3)orthatteachingqualityliteratureisnotevenanoptionunderthestrictguidelinesofthe curriculum. Theassumptionisthatitisonthesyllabusbecauseitwaswrittenbyarecognisedauthorwithan establishedreputationinthecanon(rightlyorwrongly)butteachersobviouslyteachitforreasons morerelatedtotheinstitutionalcontext:IchooseatextthatIthinkwillgetthebestoutofmyclass andgetthemadecentgradeintheexam.(englishtt06,appendix2).Thefactthatitalsoticksabox intermsofbeingpartofthecanonisanaddedbonus. ThestatusofOfMiceandMenasaliterarytextisdevaluedincommentslikeIdprefertodoGrapes ofWrathbutcan'tbecauseGofWisREALliteratureandmystudentsaren'tuptoit.(seaviews, appendix1)andItwouldbenicetoliveinaworldwhereeverychildisallowedtoread'great' literatureandappreciateitforwhatitis(englishtt06,appendix2)whichrevealsalmostan embarrassmentatteachingwhattheythemselvesacknowledgeisaneasytext.Orperhapsthe embarrassmentstemsfromthefactthatitisthemostpopulartextandpopularequalsnonliterary. Thereisanideologicaldilemmaatplayhere.Theseteacherswanttogetthebestgradesoutoftheir studentsbuttheyalsowanttoteachtextstheyperceivetohaveliterarymerit.Withintheconfinesof theprescribedlistfromtheexamboardtheyseethetwotobemutuallyexclusiveandtheresultisa whittlingdowntoonlyonesuitabletextthatnowreignssupremeacrossthecountry.Luckilystudents enjoyOfMiceandMenbutthereareplentyofothertextsoutthereripeforanalysisandreflection andunder100pagesthattheywouldenjoyasmuchifnotmore,butunlesstheyarewrittenby recognisedauthors,theywillnotbeconsidered.
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5.Summaryofkeyfindingsfrominterviewswithsubjectofficers
Thereweremanysimilaritiesinthewaysthattheintervieweesframedtheirargumentsandreferred totheiropinionsinrelationtotheirprofessionalposition.Allappearedtobeinagreementthatcanon formationisessentiallyanelitistpracticeregardlessofwhethertheywereactivelyinvolvedinthe prescriptionoftextsornot.Somespeakerswereconcernedaboutthelimitingeffectsofcanonisation: Yeahtherewasaunanimousfeelingreallyagainstanysortof,ersortofcanon...therewasafeeling that,urm,theywantedteacherstohavethefreedomtobeabletochooseandteachwhatthey wantedto.(FM1) Imean,ImnotatallinterestedinafilmcanonatallwhatIminterestedisstudentshavingapassion foravarietyofcinemaandIthinktheAleveldoesthat.(FM2) I(andothers)feltwhatweweregettinginexamanswerswasteachersfavouritefilms(andImean films)withacanonoftextsandcasestudiesbeingofferedbycentresandcandidatesandverylittle sensethatcandidateswerebeingaskedtodrawupontheirownexperienceandknowledge.(MD1) ThislimitingeffectissupportedinthecommentsmadebyEnglishteachersinthepreviouschapter.A differentissueraisedbythesecommentsistherolethatteachersplayinlimitingthecurriculum.On thetwospecificationswrittenbyFM2andMD1,thereareveryfewprescribedtextsbutstillacanon emergesasteacherschoosetoteachthesametextsandtextualforms(filmisjustoneofmany strandsteacherscanchoosefromtheOCRMediaStudiesspecification).Thismaybeduetoclassand tastesimilaritiesbetweentheseteachersbutmostlikelyitsbecausetheythemselveshavestudied filmsaspartoftheirhighereducationstudyandarereproducingthecanonimposedonthem.Italso hintsatahierarchyofmediums,whichIwillcometolater. FM2,alsoaUniversityFilmStudiescourseleader,complainsthatnewsubjectsbecome professionalisedtheystartoffassubjectsthatareveryfreshandnewandveryvanguardistandover aperiodoftimetheyaccruecertainpracticesandproceduresandbeforelongtheyjustbecome

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anothersubjectwithinthecurriculumwithitsparticularcharacteristics,itsparticularlanguageandits particularkeyconcepts.Itsashametoseethathappeningtofilm.Incontrast,MD2complainsthat Itcannotberightthereisntabroadbodyofknowledgethatallmediastudentshaveaccessto.I knowthissoundsalittleGovianbutitislittleembarrassingwhenAlevelmediastudentsdontknow whotheDirectoroftheBBCisorwhoownsBSkyB.(Perera,K.2011). Canonformationisassociatedwiththepoliticalrightinthestatementabove.EN1makesthesame connection:Hugelydrivingthewholenotionofacanonisanagendaofletscall,youknow,itloosely speakingoftheright,notasinbeingrightbutpoliticallyalignedtotheright,(EN1).Inthisutterance thespeakerclearlyestablisheshimselfatthestartoftheinterviewasbeingontheleftandopposedto canonisationdespitethefactthathisjobistoselectthetextsforAlevelstudentstostudy,possibly becauseheisawareofmypositiononcanonisation.Whatallowshimtopresenthimselfinopposition tothispracticeisthepresenceofanunspecifiedforce,beitgovernmentregulators,thepressorthe formatoftheassessment. BothLiteraturerepresentativesdefertotheseexternalforcesoften.Intheshortemailresponsefrom EN2,thisexternalinfluenceismentionedatthestartandendoftheemail:asastartingpoint,the regulatorsproducesubjectcriteriawhichhavetobeadheredto.Thiswillprovideparametersfor selectingtexts,suggestingeitherthatmeetingthesecriteriaistheprimaryconcernorthatasaresult ofthisfact,herowndecisionmakingishampered.Thesearealsomentionedbyalltheother examiners,EN1admitsthatThemajordominantforcewasthegovernmentquangoregulator[] therewasasignificantEnglishsubjectpresenceinthisquasigovernmentrole,prettymuchsettingthe rulesso,whateveryouthinkaboutGCSEorAlevel,80%ofthatIwouldsay,75,[or]80%ofthatwasa given.BothEnglishofficersdistancethemselvesfromthedecisionsmadebyemphasisinghowmuch ofthedecisionmakingistakenoutoftheirhands.ThisissupportedinEN1stranscriptbythe constantfluctuationbetweenpronounssomeopinionsheascribestohimself,forothersheuses they.

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Thesecriteria(appendix11)outlinesomespecificparametersrelatingtodifferentformsofliterature anddifferenttimeperiods:atleastoneplaybyShakespeare;workbyatleastoneauthorwriting between1300and1800;atAS,workbyatleastoneauthorpublishedbetween1800and1945.This focusonhistoricismclearlyreinforcestheideathatold,established,criticallyacclaimedliteratureis seentobebetterthananythingcontemporaryprobablybecausetherehasbeentimeforthepeople whoascribevaluetoseewhetherornotithasbeen(intheirwords)significant.Elsewhereitstates that:Learnersstudymayincludetextsintranslationthathavebeeninfluentialandsignificantinthe developmentofliteratureinEnglish.Significantaccordingtowhom?Againthereisarelianceonthe tastesandopinionsofaninvisiblenonelectedelitetodecidewhatisimportantandrelevantin everybodyslives.Theguidelinesalsostatethattextsstudiedshouldmeritseriousattention. Serioussuggestsnotpopular. Inmanycasesthereareexpressionsofsomeelementofideologicaldilemmaorconflictbetween personalopinionsandtheirprofessionalrole.BothEN1andFM1wereclearlyawareofhowtheycame acrossandIfelt,wereholdingbacktheirpersonalopinionswhenaskedtocommentontheirfeelings towardsMichaelGoveandthecurrentDepartmentforEducation.Whenaskedhowhefeltabout recentproposedchangestothesecondaryEnglishcurriculum,EN1repliedWhatdoyouthink?() Itsjustculturalbaggageisntit?asthoughitwassomethingnaturallyoccurringweshouldallputup with.AsimilartonewastakenwithFM1:itsjustmiddleclassbourgeoisexperienceisntit?Both thesestatementsassumedacomplicitagreementandacceptanceofthestatusquo.FM1sfinal commentwasThatsmildformesuggestingmuchstrongerfeelingsthathefeltunabletoexpress. Incontrast,FM2andMD1didntseemtostruggleatallinexpressingpersonalviews,andinterestingly theybothalsoconfidentlypresentedthemselvesinpositionsofpower:Ichoosethefilms(FM2)and I(andothers)felt(MD2). TheEnglishexaminersexperiencedadifficultyinnegotiatingtheirindividualpositionwithinthelarger systemwhichcameacrossclearlywithEN1,EN2.EN1beginstheinterviewbydistancinghimselffrom theexamboard,BeforewestartIdliketosaythatalltheseviewsareminepersonally,andelsewhere whendiscussingtheissuesfacedwhenchoosingspecifictitlesreinforceshispositionasseparatefrom

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theexamboard:Erm,peoplelikemyselfandtheexamboarditselfandyouknow,oftenmethrough grittedteeth,wehavetosayaretheygoingtogetusintotrouble?Whenwegotontothemore specifictopicoftherecentguidancepublishedbytheboardforteachersselectingtheirowntextsfor thecomedydramaunitthisbecomemorepronounced.Iquestionedhimabouttheneedforthisquite specificdocument(appendix10)andaskedwhetheritwasbecausecentresmightwanttoteacha televisioncomedy.Belowisthetranscribedresponse: Interestingquestion,choosingmywordscarefullyherewedanticipatedthatdebateand wedprobwellyouknow,ImeanIwouldargue,showsmyagemaybethatthereare,an episodeofFawltyTowersletssayhasmassiveermcomicpotentialthatissortof Shakespeareanifyoulike,butweweresortofworriedthata)wewouldthenbeseenastrivial ofcourseFawltyTowersstudiesatAlevelliteratureheadlines,sothatwouldgetusinto trouble.Andb)itwoulddothekidsnoservicebecausetheywould,youknowbecausetheyd likeitandnotbeabletowriteaboutit.NowImnotconvincedbythatsecondargumentand thosestatementsarentminebutintheendthewe...they,IsayrathertheythanweorI,they tookadecisionthatinaliteraturecourse,drama,ifitsTVdrama,canonlybeasingleplay. (EN1) TheconfusionaboutwhethertousethepronounI,weortheyunderlinesthisdilemma.Heeventually settlesontheybeingpresumablytheexamboardofwhichbyhisownadmissionheisashighupas itgets.Clearlyhedoesnotfeelinapositiontopermitsomethingasradicalasthestudyofwhatcould bedescribedasaclassicorcanonicalsitcominthecanonofliteraturedespitehisownassertionthatit hasShakespeareancomicpotential. Thatsassuminghewantsto.Thereishesitation(maybe/letssay/sortof/ifyoulike)whencomparing FawltyTowersandShakespeare,eitherinanticipationofmypotentialdisagreement,ormaybe reluctancetocomparesomethingcanonicallygreatwithsomethingrecentlypopularlesthedisinherit hisculturalcapital.Similarly,Iimagine,Englishteachers,Literatureprofessorsandtheliterateupper

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classeswouldseethestudyofasitcomasanattackontheirsubjects(andthereforetheirown) intellectualstatus. Thisalsoseemstobethecasewiththehuge,hugefearof,wegliblysay,TheDailyMailbutofthe rightwingpress,beitTheMail,TheTelegraph,whatever.Hugefeargovernedit.Idontthinkthe examboardswereassuchfrightened,thefearhadalreadybeenbuiltintothesetofinstructions. ThissuggeststhatwithasubjectashighlyregardedasEnglishLiterature,everyoneinvolvedis anxioustobeseentobemaintainingstandardsandkeepingthesubjectatalevelwhereitisstill regardedashighart.Byperpetuatingthestudyofcertainhistoricaltextsorperhapsunderthe currentgovernment,thecompulsorystudyofPopeandDrydentheeducationsystemmaintainsthe statusofasubjectthatisnotaccessibletoall.Bourdieusuggeststhatwhenclassfractionswho previouslymadelittleuseoftheschoolsystementerintotheraceforacademicqualifications,the effectistoforcethegroupswhosereproductionwasmainlyorexclusivelyachievedthrough educationtostepuptheirinvestmentssoastomaintaintherelativescarcityoftheirqualifications and,consequently,theirpositionintheclassstructure.Academicqualificationsandtheschoolsystem whichawardsthemthusbecomeoneofthekeystakesinaninterclasscompetitionwhichgeneratesa generalandcontinuousgrowthinthedemandforeducationandaninflationofacademic qualifications.(2010,p.127).Hewasreferringtoanaristocraticelitebuttheideaisalsoapplicableto ahegemonicrulingclassofpeopleinpositionsofpowerwhowishtoprotectthatpowerby maintainingthedifficultyoftheirsubject. OnefactorthataffectsthestatusofFilmandMediaStudiesistheinclusionofapracticalelement.The definitionofasoftsubjectasdefinedbyTheRussellGroupassubjectswithavocationalorpractical bias,forexample:MediaStudies(InformedChoices,2012).EnglishLiteraturedoesnotincludeany sortofliterarycreativitystudentsarerequiredonlytoconsumeothersworkratherthanmaketheir own.IntheUK,thereisnorequirementforanystudentofEnglishorEnglishLiteraturetobeableto writecreativelyorrather,attempttowriteinanyliteraryform.Youngpeoplearenotexpectedtobe abletocreateliterature,itisalmostasthoughitisconsideredtobetoodifficult,tooloftyan achievement.Buttheycanbeexpectedtocreateatraileroramusicvideo.Inmanyrespects,avideo

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ishardertocreatethanapoem.Theomissionofliterarywritinginsecondaryeducationonlyservesto reinforcethenotionthatwritingliteratureissomemysteriousunfathomablepursuitthatcanonlybe achievedbyagiftedelite. Guillorypositstheideathatschoolsreproducesocialorderandsocialinequitiesthroughregulating accesstothemeansofliteraryconsumptionandproduction.Bynotexpectingourstudentstowrite storiesandpoemsandgivingthemtheimpressionthatliteraryproductionandcriticismisthedomain ofthewelloffandwelleducated,weareneverlikelydispelthemyththatthereadingandwritingof literaturecannotbedonebynormalpeople. ThereareunderlyingreferencestothedifferenceinstatusbetweenLiteratureandMediaStudiesin EN1stranscript.Hebeginsbysayingthatthepeoplewhointerfere[inEnglish],dontbotherto interferewithMediaandFilmStudiesbecausetheywouldntlookatthem.Theywouldntdeignto givethemexistence.Hischoiceofwording:wouldntdeignascribesasortofsnobbishnesstothe peoplewhoregulateandinterferewithEnglishandalignshimselfwithwhatheperceivesaretobethe viewsoftheinterviewer,aMediaStudiesteacher.Howeverlateronintheconversation,hehimselfis guiltyofexpressingthatsnobbish,elitistattitudetowardsMediaStudies:Yeah,yeahandIllbehon... yeah,MediaStudiessometimesisnotnecessarilytomytaste,but,MediaStudieswithitsskillsand theoriesishardyouknow,certainlyatuniversitylevel.Heisawareoftheinnatesnobbishnessof thecommentandmasksitwithqualifierssometimesandnotnecessarilyandthefactthathestops himselffromsayingheisbeinghonest.Elsewherethissnobbishnessisrevealedimplicitlythrough valuejudgmentsabouttextsforexamplejokingthatitwouldbeallrightforstudentstowriteabout aDanBrownnovelAslongasyoudontlikeit.Althoughhebacksthisupbysayingitsajoke,he alsoaddsWellyouknowitsgottobecritiqued. TheproblemofthehierarchyofformsandpracticesissomethingthatconcernsMediaandFilm Studieseducators.Creatingacanonoftextsandtheoriesmaylegitimisesthesubjectsintheeyesof thosewhovaluesuchpracticesbutitwouldweberiskinglosingsomethingmoreimportantby conformingtotheirideology.ThefactthatFilmStudiesis,accordingtoFM2,startingtoaccrue

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certainpracticesandprocedurestobecomejustanothersubjectwithinthecurriculum.is perhapsevidenceofthedamagingeffectsofcanonisationandlegitimisationofanartformthrough criticismisalreadyhappeninginFilmStudies.Film,asarelativelynewartformonlybegantodevelop anestablishedcanonaroundthe1950swithpublicationslikeCahiersduCinmawhich,arguedEdward Buscombe,wasdeliberatelytryingtoraisetheculturalstatusofcinemabyadvancingtheclaimof cinematobeanartformlikepaintingorpoetry(Grant2008,76).AndrewSarrisPantheon(1968) ahierarchicallistof14ofthegreatestAmericanfilmdirectorssimilarlysoughttovalidatetheart formanddefinewhatitmeanstobeagreatfilmmaker.Thefixedcanonreducedandknowable canbeeasilytranslatedintoculturalcapital.

6.Conclusions
Thereisaninherentmistrustoftheliterarycanonandwhatitstandsfor.Educatorsseemtowantto distancethemselvespersonallyfromtheelitistideologyitrepresentsbutdontseemtoknowwhat thealternativeis.Asaresult,weareinastateoffrustratedacceptanceoftheunsatisfactorystatus quo.Thereisperhapsafearthatbyrefusingtoadheretothestudyofcanonicaltexts,wewillde legitimiseanddevalueLiteratureasasubject.InrealityitmayopenupthestudyofLiteraturetoa wideraudienceandinvolveawidervarietyofpeopleinthecreationanddistributionofstoriesand ideas.Teachersandexamboardsneedtobegalvanizedtoexploreothermethodsoftextselection andassessmentwithintheboundariesoftheregulators,orchallengetheboundariesthathavebeen set.ThelackofacanoninMediaStudiesisauniquefeature,somethingtobevaluedandprotected. Mediaeducation,ithasbeenargued,ishavingwhatmightbedescribedasanidentitycrisisatthe momentbutwemustresisttheurgetoprovetheworthofMediaStudiestoanacademiceliteand celebratethefreedomitoffersteachersandlearners. Canonisationhaslimitingeffectsonstudentsbothintermsofwhattheyencounterinsecondary educationandtheirrelationshiptotexts.Listsprovidedbyexamboardsdonotofferenoughchoice forteachers.InthecaseoftheAQAOtherCulturesunitatGCSE,OfMiceandMenseemstobethe onlyoptionforteacherswhoarepressedfortimeandunderpressuretodelivergoodgradesto schoolscompetingforplaceonleaguetables.Thisissomethingthathastobeaddressed.
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Thecanoncreateshierarchiesoftextualforms.Aswellasstudyingnovels,poemsandplays, studentsshouldbeencouragedtoengagewithfilms,televisionshowsandmorepopularand experimentalformsofwritinglikegenrefiction,fantasyfictionandfanfiction.Thispointismade beautifullybyWillSelfhisintroductiontoTheMasterandMargarita,almostallstylesandmodesof fictionalizingwereattemptedbeforethecrystallisationofthesocialrealistnovelinthenineteenth century;thatthisonemodehasbecomeadeadeningnearStalinistorthodoxysaysmuchabout theextenttowhichliteratureisthecomplaisantpoodleofpostEnlightenmentprogressivism,and verylittleabouttheritesthatmaybeperformedatthealtarofhighart(2010).Ifthecurriculumisto bewiderangingitshouldincludeavarietyofformsandatatimewheneducationisbeingreformed bypeoplewithrightwing,liberalhumanistviews,itshouldsurelybeateachersroletopromoteand defendamoredemocratic,pluralisticapproachtoeducation Therepeatedstudyofcanonicaltextinhibitsstudentscriticalskillsandourassessmentofthem. Socialmobilityshouldnotdependontheacquisitionofculturalcapitalandrefinedtastes.Students shouldbeencouragedtodeveloptheirown,consideredopinionsandresponsestotextsandsituations andgivehonestcritiquesofarangeoftexts.HowardJacobsonwrites,Evaluationdoesntmean awardingstars.Itmeansstakingaclaim.Itdoesntmatterajotifweevaluatemistakenly()Tobe culturedmeanstonailonescolourstothemast,andthosewhofearwhatsarbitraryinthat(andrun totheoryforprotection)fearcultureitself.Thecurrentsystemrequiresstudentstoassimilatethe ideasofanelitegroupbyteachingthemhowtoappreciateLiterature.Theonlywaytochangethis institutionalpracticeisforEnglishteachersinclassroomsacrossthecountrytoshareanddiscussa rangeofgoodandbadtextswithoutimpressingtheirownvaluejudgementsontheirstudents.

7.Strategyforimplementation
AsaresultofthisresearchIhavewrittenAManifestoFortheDemocratisationofEnglishLiterature. Themanifesto(appendix12)summarisessomeofthekeyfindingsofthisstudyandintendsto galvaniseteachersintotakingactiontoreclaimtheirsubject.Partofthisprojectisapetitiontoreduce thelevelofprescriptionoftextsatGCSEandAlevel,invitingEnglishLiteratureexaminerstolookto

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MediaandFilmStudiesforwaysofassessingcriticalevaluationandanalysiswithoutadheringtoa canonoftextsandtopics. Pleasevisit:http://reclaimingtheenglishcurriculum.blogspot.co.uk/formoreinformation. Bibliography

Anon.2012.TeachersStandards.DepartmentforEducation. http://media.education.gov.uk/assets/files/pdf/t/teachers%20standards%20from%20september%202012.pdf. Bennett,Peter,AlexKendall,andJulianMcDougall.2011.AftertheMedia:CultureandIdentityinthe21st Century.Kindleed.Routledge. Bourdieu,Pierre.2010.Distinction:ASocialCritiqueoftheJudgementofTaste.1sted.Routledge. Bryman,Alan.2008.SocialResearchMethods.2nded.Oxford:OUPOxford. Caughie,John.1981.TheoriesofAuthorship:AReader.Newed.Routledge. Gadotti,Moacir.1996a.PedagogyofPraxis:ADialecticalPhilosophyofEducation.SUNYPress.1996b.The PedagogyofPraxis:DialecticalPhilosophyofEducation.Trans.JohnMilton.StateUniversityofNewYorkPress. Gauntlett,David.2007.CreativeExplorations:NewApproachestoIdentitiesandAudiences.Newed.Routledge. Gove,Michael.2011.MichaelGovetoTwyfordChurchofEnglandHighSchoolIntheNews. http://www.education.gov.uk/inthenews/speeches/a0073212/michaelgovetotwyfordchurchofengland highschool. Gramsci,Antonio.1998.PrisonNotebooks:Selections.Ed.QuintinHoare,GeoffreyNowellSmith,andGeoffrey Guillory,John.1994.CulturalCapital:ProblemofLiteraryCanonFormation.Newed.UniversityofChicagoPress.

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Jacobson,byHoward.2011.HowardJacobsononBeingTaughtbyFRLeavis.Telegraph.co.uk,April23,sec. books.http://www.telegraph.co.uk/culture/books/8466388/HowardJacobsononbeingtaughtby FRLeavis.html. Lang,Anouk.2010.ADirtyLittleSecret:TasteHierarchiesandRichardandJudysBookClub.Participations7 (2)(November).http://www.participations.org/Volume%207/Issue%202/PDF/lang.pdf. Leavis,F.R.2008.TheGreatTradition:GeorgeEliot,HenryJames,JosephConrad.FaberandFaber. Macey,David.2001.ThePenguinDictionaryofCriticalTheory.NewEd.Penguin. McDougall,Julian.2012.MediaStudies:TheBasics.1sted.Routledge. Paton,Graeme.2011.ChildrenShouldRead50BooksaYear,SaysGove.Telegraph.co.uk,March22,sec. educationnews.http://www.telegraph.co.uk/education/educationnews/8395784/Childrenshouldread50 booksayearsaysGove.html. ProfessorMaryJames,TimOates,ProfessorAndrewPollard,andProfessorDylanWiliam.2011.TheFramework forTheNationalCurriculum.DepartmentforEducation. https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE001352011. ProfessorRickRylance.WhyStudyEngLit?WhyStudyEnglish?http://www.whystudyenglish.ac.uk/you are/whyenglish.htm. Rosen,Michael.2012.TheNewGovelevels:SegregationIsBack.MichaelRosenBlog. http://michaelrosenblog.blogspot.co.uk/2012/06/newgovelevelssegregationisback.html. Wetherell,M.,&Potter,J.(1988).Discourseanalysisandtheidentificationofinterpretive repertoires.InC.Antaki(Ed.),Analysingeverydayexplanation:Acasebookofmethods (pp.168183).NewburyPark,CA:Sage.

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