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Unsettling subject English in the twenty‐first century.

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Title: Unsettling subject English in the twenty‐first century.
Authors: Elliott, Victoria (AUTHOR), McLean Davies, Larissa (AUTHOR)
Source: British Educational Research Journal. Jun2025, Vol. 51 Issue 3, p1240-1254. 15p.
Subjects: English language, English literature, Decolonization, Teachers, Curriculum
Abstract: This paper uses examples from Australia and England to explore subject English with regard to the multiple metaphors inherent in the terms 'settling' and 'unsettling'. In doing so we are concerned with imagining a future for a subject English curriculum which dislodges it from its imperial, colonial roots. In the first instance, we outline the existing approaches to unsettling English in England and Australia and the challenges and limitations of these approaches and strategies. We also discuss some of the structures and agents which are invested in maintaining the status quo: namely, curriculum and assessment; teacher practices and disciplinary norms; teacher knowledge and CPD; and student context and the purposes of English. We conclude with the implications for a systemic and multi‐layered approach to unsettling. We see this as an opening up of a comparative conversation about subject English across the Anglophone world, the different contexts of unsettling and what that subject might look like if it is to enact the justice imperatives of education in the twenty‐first century. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Unsettling subject English in the twenty‐first century.
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  Data: <searchLink fieldCode="AR" term="%22Elliott%2C+Victoria%22">Elliott, Victoria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McLean+Davies%2C+Larissa%22">McLean Davies, Larissa</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Jun2025, Vol. 51 Issue 3, p1240-1254. 15p.
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  Data: <searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22English+literature%22">English literature</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
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  Data: This paper uses examples from Australia and England to explore subject English with regard to the multiple metaphors inherent in the terms 'settling' and 'unsettling'. In doing so we are concerned with imagining a future for a subject English curriculum which dislodges it from its imperial, colonial roots. In the first instance, we outline the existing approaches to unsettling English in England and Australia and the challenges and limitations of these approaches and strategies. We also discuss some of the structures and agents which are invested in maintaining the status quo: namely, curriculum and assessment; teacher practices and disciplinary norms; teacher knowledge and CPD; and student context and the purposes of English. We conclude with the implications for a systemic and multi‐layered approach to unsettling. We see this as an opening up of a comparative conversation about subject English across the Anglophone world, the different contexts of unsettling and what that subject might look like if it is to enact the justice imperatives of education in the twenty‐first century. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/berj.4124
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        Text: English
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      – SubjectFull: English language
        Type: general
      – SubjectFull: English literature
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      – SubjectFull: Decolonization
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      – SubjectFull: Curriculum
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              Text: Jun2025
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