Paul Tarpey
Biographic Data
| ID | 9339034 |
|---|---|
| NAME | Paul Tarpey |
| GIVEN NAMES | Paul |
| FAMILY NAME | Tarpey |
| SIGNATURE | TARPEY P |
| AFFILIATIONS | St Mary's University Twickenham London |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
‘Dialogue Not Decoration’ – Personal Reflections on Professional Identity and Practice in English Teaching
In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was ‘decorative’ in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to school English is important for offering more authentic teaching and learning experiences within present circumstances dominated by a narrow curriculum focus on canonica…
Developing Professional Memory
In Developing Professional Memory, the author examines narratives from 'progressive' and 'radical' London-based English teachers who began their careers between 1965 and 1975. English teaching in this period, which the author defines as a 'cauldron' of competing and contested currents, is often portrayed negatively in dominant discourses around the subject. The teachers' narratives, however, provide a much more nuanced and positive story. By reco…
‘We not I’ not ‘I Me Mine’
This article investigates the professional memories of English teachers who began their careers between 1965 and 1975. The teachers began their careers in circumstances that offered opportunities to work in collectivist ways. Their memories reveal a strong collective identity, a powerful sense of agency and a critical engagement with the aims of English teaching. It is argued that by exploring these memories, and by re-imagining English as a ‘rel…
‘Fire Burn and Cauldron Bubble’
This article explores how circumstances in different conjunctures influence the types of narrative, working practice and ‘Professional Memory’(PM) that English teachers construct. It is argued that the circumstances in which teachers begin their careers help to formulate attitudes, values and missions that remain potent over long periods. Examining these phenomena from a collectivist perspective makes it possible to uncover the valued ways of wor…
Professional Memory in Context
This article explores the concept of ‘Professional Memory’ in English teaching. It is argued that English teacher memories, analysed through a collective lens and in particular conjunctures, can provide powerful evidence of practitioner-led reform and development. Such evidence can be used to challenge the existing theoretical framework of English teaching, and the dominant discourses surrounding the subject. \nKeywords: Professional memory, coll…
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Professional Memory in Context
This article explores the concept of ‘Professional Memory’ in English teaching. It is argued that English teacher memories, analysed through a collective lens and in particular conjunctures, can provide powerful evidence of practitioner-led reform and development. Such evidence can be used to challenge the existing theoretical framework of English teaching, and the dominant discourses surrounding the subject. \nKeywords: Professional memory, coll…
‘Fire Burn and Cauldron Bubble’
This article explores how circumstances in different conjunctures influence the types of narrative, working practice and ‘Professional Memory’(PM) that English teachers construct. It is argued that the circumstances in which teachers begin their careers help to formulate attitudes, values and missions that remain potent over long periods. Examining these phenomena from a collectivist perspective makes it possible to uncover the valued ways of wor…
‘We not I’ not ‘I Me Mine’
This article investigates the professional memories of English teachers who began their careers between 1965 and 1975. The teachers began their careers in circumstances that offered opportunities to work in collectivist ways. Their memories reveal a strong collective identity, a powerful sense of agency and a critical engagement with the aims of English teaching. It is argued that by exploring these memories, and by re-imagining English as a ‘rel…
Developing Professional Memory
In Developing Professional Memory, the author examines narratives from 'progressive' and 'radical' London-based English teachers who began their careers between 1965 and 1975. English teaching in this period, which the author defines as a 'cauldron' of competing and contested currents, is often portrayed negatively in dominant discourses around the subject. The teachers' narratives, however, provide a much more nuanced and positive story. By reco…
‘Dialogue Not Decoration’ – Personal Reflections on Professional Identity and Practice in English Teaching
In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was ‘decorative’ in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to school English is important for offering more authentic teaching and learning experiences within present circumstances dominated by a narrow curriculum focus on canonica…
Sociology (5 works) · Educator Training and Historical Pedagogy (4 works) · Pedagogy (4 works) · Psychology (4 works) · Aesthetics (3 works) · Art (3 works) · Law (3 works) · Multilingual Education and Policy (3 works) · Political science (3 works) · Collectivism (2 works)