Lewis Goodacre
Biographic Data
| ID | 9339133 |
|---|---|
| NAME | Lewis Goodacre |
| GIVEN NAMES | Lewis |
| FAMILY NAME | Goodacre |
| SIGNATURE | GOODACRE L |
| AFFILIATIONS | Institute of Education, UCL, London, UK |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Teaching is a Drag! Performing Gender as a Queer Secondary English Teacher
In light of recent protests at Drag Queen Story Hour events, this essay offers a critical examination of the role of gender performance in secondary schools and English lessons through a personal exploration of how I perform gender as a queer English teacher. I show that schools perpetuate a model of gender that is binary and heterosexist; that teachers and students perform gender in complex ways; that reading in English requires queer performanc…
The myth of student progress
This article draws upon Roland Barthes’ theory of myth to unpack how student progress is conceptualised and measured in the curriculum and assessment of GCSE English in secondary schools in England. Using case studies of three Year 11 students, I critique aspects of the government’s Progress 8 accountability measure, their GCSE English curriculum and their high-stakes testing regime. I show how these policies work to reproduce the neoliberal cons…
Hearts, Minds and ‘My Hands’
This essay explores an English lesson I taught to a Year 9 class in which students drew upon and narrativised personal experiences. I describe and examine the literary sociability of the lesson, by which I mean the social and cultural exchanges that give shape to students’ reading and writing. In doing so, I demonstrate the need for policymakers to treat school English as a social practice and to make students’ experiences central to the curricul…
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Hearts, Minds and ‘My Hands’
This essay explores an English lesson I taught to a Year 9 class in which students drew upon and narrativised personal experiences. I describe and examine the literary sociability of the lesson, by which I mean the social and cultural exchanges that give shape to students’ reading and writing. In doing so, I demonstrate the need for policymakers to treat school English as a social practice and to make students’ experiences central to the curricul…
The myth of student progress
This article draws upon Roland Barthes’ theory of myth to unpack how student progress is conceptualised and measured in the curriculum and assessment of GCSE English in secondary schools in England. Using case studies of three Year 11 students, I critique aspects of the government’s Progress 8 accountability measure, their GCSE English curriculum and their high-stakes testing regime. I show how these policies work to reproduce the neoliberal cons…
Teaching is a Drag! Performing Gender as a Queer Secondary English Teacher
In light of recent protests at Drag Queen Story Hour events, this essay offers a critical examination of the role of gender performance in secondary schools and English lessons through a personal exploration of how I perform gender as a queer English teacher. I show that schools perpetuate a model of gender that is binary and heterosexist; that teachers and students perform gender in complex ways; that reading in English requires queer performanc…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Curriculum (2 works) · Epistemology (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Political science (2 works) · Accountability (1 works) · Art (1 works)