Mehrunissa Shah
Biographic Data
| ID | 9339018 |
|---|---|
| NAME | Mehrunissa Shah |
| GIVEN NAMES | Mehrunissa |
| FAMILY NAME | Shah |
| SIGNATURE | SHAH M |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Drama at the heart of English
At the start of their book, Drama at the Heart of English: Transforming Practice in the Secondary Classroom (2023), Theo Bryer, Jane Coles and Maggie Pitfield ask the reader to imagine their school
‘You sustain me’
We, ‘the five horsewomen’ as Anne Turvey named us, are a group of teachers who trained on the PGCE English course at the IOE (2011–2012) and then undertook the MA English Education together. What follows are short reflections on what Anne meant to us in our development as teachers, mothers and friends. They are also reflections on how Anne used food and the sociability of eating as a mode of indicating care, how Anne nourished and sustained the s…
‘It Was a Pleasure to Read with Them’
This essay is a reflection on my teaching of Jane Eyre to a small intervention class in a large London secondary school. It is a reflection on the nature of reading as set out historically in educational policy and within hierarchies of power in school, in juxtaposition with the lived experiences of reading in the classroom.
Solitary Reapers
This essay explores the problematic nature of an enforced monolingual culture promoted by the current Conservative-led UK government. It comments upon the paradoxical nature of the 2014 curriculum that promotes heritage texts and ‘proper’ English, when such poets embraced a Bakhtinian tolerance of languages. It focuses primarily upon the social relationships fostered with a Year 10 class by a new teacher within the English department in North Lon…
Reading Canonical Texts in Multicultural Classrooms
This essay explores the complexity of imposing texts that are considered part of the English literary canon on students from multicultural backgrounds. It considers the rhetoric of the coalition government, in the recent drive to emphasize the importance of the literary heritage and return to English culture and how its impact has been felt in the classroom. It focuses mainly on the teaching of The Scarlet Letter to a Year 9 class and the issues …
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Reading Canonical Texts in Multicultural Classrooms
This essay explores the complexity of imposing texts that are considered part of the English literary canon on students from multicultural backgrounds. It considers the rhetoric of the coalition government, in the recent drive to emphasize the importance of the literary heritage and return to English culture and how its impact has been felt in the classroom. It focuses mainly on the teaching of The Scarlet Letter to a Year 9 class and the issues …
Solitary Reapers
This essay explores the problematic nature of an enforced monolingual culture promoted by the current Conservative-led UK government. It comments upon the paradoxical nature of the 2014 curriculum that promotes heritage texts and ‘proper’ English, when such poets embraced a Bakhtinian tolerance of languages. It focuses primarily upon the social relationships fostered with a Year 10 class by a new teacher within the English department in North Lon…
‘It Was a Pleasure to Read with Them’
This essay is a reflection on my teaching of Jane Eyre to a small intervention class in a large London secondary school. It is a reflection on the nature of reading as set out historically in educational policy and within hierarchies of power in school, in juxtaposition with the lived experiences of reading in the classroom.
Drama at the heart of English
At the start of their book, Drama at the Heart of English: Transforming Practice in the Secondary Classroom (2023), Theo Bryer, Jane Coles and Maggie Pitfield ask the reader to imagine their school
‘You sustain me’
We, ‘the five horsewomen’ as Anne Turvey named us, are a group of teachers who trained on the PGCE English course at the IOE (2011–2012) and then undertook the MA English Education together. What follows are short reflections on what Anne meant to us in our development as teachers, mothers and friends. They are also reflections on how Anne used food and the sociability of eating as a mode of indicating care, how Anne nourished and sustained the s…
Psychology (5 works) · Sociology (4 works) · Epistemology (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Art (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Themes in Literature Analysis (2 works) · Anthropology (1 work)