This book comprises reflections by experienced scholar teachers on the principles and practice of higher education English teaching. In approaching the subject from different angles it aims to spark insights and to foster imaginative teaching. In the era of audit, and the Teaching Excellence Framework it invites teachers to return to the sources of their own teaching knowledge. The shift from a student-centred to a research-centred paradigm has particular implications for a discipline which prides itself on its teaching, and has always had teaching and dialogue at its heart. One which also talks across the tertiary / secondary border to the cognate (though different) subject called 'English' in school. The argument which informs this book, and which is developed in the individual chapters, is that the future of the subject relies not alone upon fostering communities of 'research excellence', but on re-awakening and reviving its pedagogic traditions.

Features essays by a range of experts on their personal experiences of teaching literature, and an extended classroom case study Explores the process of education, and the foundations of teaching knowledge Seeks to ask questions about the future of teaching literature, and how it can benefit from change Includes supplementary material: sn.pub/extras

Autorentext
Ben Knights is Emeritus Professor of English and Cultural Studies at the University of Teesside, UK. Until 2011 he was Director of the UK national English Subject Centre (HEA). A graduate of the Universities of Oxford and Cambridge, his books include Writing Masculinities: Male Narratives in Twentieth-Century Fiction (Palgrave), From Reader to Reader: Theory, Text and Practice in the Study Group , The Listening Reader: Fiction and Poetry for Counsellors and Psychotherapists , and (as editor) Masculinities in Text and Teaching (Palgrave).

Inhalt

1. Ben Knights, Introduction: Teaching? Literature?.- 2. Gretchen Holbrook Gerzina, Contrasts: Teaching English in British and American Universities <.- 3. Andrew Green and Gary Snapper, Transition and Discontinuity: Pitfalls and Opportunities in the Move to University English Universities .- 4. Rosie Miles, The Shame of Teaching (English) .- 5. Robert Eaglestone, Transition into the Profession: Accuracy, Sincerity, and Disciplinary Consciousness .- 6. Nicole King, 'Getting in Conversation': Teaching African American Literature and Training Critical Thinkers.- 7. Jonathan Gibson, Beyond the Essay: Assessment and English Literature .- 8. Chris Thurgar-Dawson, Critical or Creative? Teaching Crossover Writing in English Studies .- 9. Alan Liu, Teaching 'Literature+': Digital Humanities Hybrid Courses in the Era of MOOCs .- 10. Lesley Jeffries andDan McIntyre, Teaching Stylistics: Foregrounding in e.e.cummings.- 11. Simon Dentith, Teaching Historically: some Limits to Historicist Teaching.- 12. Greg Garrard, Towards an Unprecedented Ecocritical Pedagogy .- 13. Pamela Knights, Opening up the Seminar: Children's Literature, a Case Study.-