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List of figures | ||
Preface | ||
Acknowledgements | ||
1 | Introduction | 1 |
Pt. I | England: questions of history, theory and curriculum | 37 |
2 | 'English' in England: its history and transformations | 39 |
3 | Beliefs about 'English' in England | 116 |
4 | Shaping the English specialist: initial teacher training for English teachers in England | 189 |
Pt. II | Australia: questions of pedagogy | 233 |
5 | English in Australia: its emergence and transformations | 235 |
6 | Beliefs about English in Australia | 254 |
7 | Shaping the specialist: initial teacher training for English specialists in Australia | 283 |
Pt. III | United States: questions of practice and individual expression | 301 |
8 | Teaching English in the United States | 303 |
9 | Beliefs about 'English' in the United States | 323 |
10 | Shaping the specialist: requirements of programmes leading to teacher certification in the United States | 337 |
Pt. IV | Shared questions, different answers: different questions, shared answers | 343 |
11 | English for the twenty-first century? | 345 |
App. A | 361 | |
App. B | 369 | |
App. C | 370 | |
Index | 373 |
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Add Questions of English: Ethics, Aesthetics, Rhetoric, and the Formation of the Subject in England, Australia, and the United States, The impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that cu, Questions of English: Ethics, Aesthetics, Rhetoric, and the Formation of the Subject in England, Australia, and the United States to your collection on WonderClub |