Victoria Elliott
Dados Biográficos
| ID | 1042983 |
|---|---|
| NOME | Victoria Elliott |
| PRENOMES | Victoria |
| SOBRENOME | Elliott |
| ASSINATURA | ELLIOTT V |
| AFILIAÇÕES | University of Oxford |
| ORCID | 0000-0001-7548-2540 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 48 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Colonial taxonomies
In this paper we bring British and Australian perspectives together to question the non-fiction/fiction binary that we see in English classrooms, and to consider the liminal nature of some texts. In doing so we argue for the troubling of a hierarchy in the English classroom that draws on colonial histories of the subject to perpetuate the notion that fiction is the ultimate means through which students can understand the subject, its intentions, …
Non-/Fiction in the English classroom
It is non-fiction’s strange fate – and perhaps misfortune – to be one of the few modes named for what it isn’t rather than what it is. That’s not all that’s strange. That non-fiction is, in the con
‘Canon in colour’
This paper uses the concept of powerful knowledge to consider the teaching of canonical literature in the secondary English classroom. Drawing on Muller and Young’s definition of powerful knowledge which draws on potentia rather than potestas, a distinction which focuses on the enabling potential, rather than the idea of power over others, I argue for the relevance and significance of teaching canonical literature with the context of race and emp…
Unsettling subject English in the twenty‐first century
This paper uses examples from Australia and England to explore subject English with regard to the multiple metaphors inherent in the terms ‘settling’ and ‘unsettling’. In doing so we are concerned with imagining a future for a subject English curriculum which dislodges it from its imperial, colonial roots. In the first instance, we outline the existing approaches to unsettling English in England and Australia and the challenges and limitations of…
Foreword to the fiftieth volume
The very first issue of the Oxford Review of Education opened with this statement of intent from one of the Editors, Alan Bullock: Education has come to play so large and important a part in societ
Social justice and the social imagination in English education
At the same time as editing this special issue, I have been gathering data for a small project I’ve been calling “Hope is a thing with pages”. Every year I ask students on our English PGCE course t
Teaching poems by authors of colour at key stage 3
This paper draws on a survey conducted in 2020–21 in which 163 secondary English teachers in England named a total of 68 individual poems by poets of colour from the global majority which they taught in Key Stage 3 (students aged 11–14). Using the concepts of framing and mental schemas, we categorised these poems by considering which was the most likely frame or theme under which they would be taught. The largest category was Identity (15 poems),…
Poetry is
Secondary Shakespeare in the UK
In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017–18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as ‘Active Methods’ and consider their popularity in secondary classrooms, and why tea…
Setting an agenda for English education research
This note reports the results of a Delphi panel priority setting exercise for English Education\nresearch. An initial item-generating survey of 75 English Education academics and teachers\nworldwide was conducted; a thematic analysis of responses generated 31 potential priorities\nfor future research. An adapted Delphi panel consisting of 44 English Education experts was\ninvited to take part in two rounds of ranking; four major priorities were i…
Thinking about the Coding Process in Qualitative Data Analysis
Coding is a ubiquitous part of the qualitative research process, but it is often under-considered in research methods training and literature. This article explores a number of questions about the coding process which are often raised by beginning researchers, in the light of the recommendations of methods textbooks and the factors which contribute to an answer to these questions. I argue for a conceptualisation of coding as a decision-making pro…
Dramatic interactions in education
The editors of this book are right when they point out the disparity between the use of Vygotsky as an educational theorist and his use within a drama education context, which is particularly surpr
‘Right nutrition, right values’
This paper presents a critical discourse analysis, situated within a broad Foucauldian framework, focusing on the construction of food and eating within the context of youth, schools and education, drawing on speeches, documents and public texts produced or sponsored by members of the UK Coalition Government (2010–2014). Michael Gove, the then Secretary of State for Education, spoke of the ‘clear moral purpose’ (June 2011) of the education reform…
Marc
Automated essay scoring programs are becoming more common and more technically advanced. They provoke strong reactions from both their advocates and their detractors. Arguments tend to fall into two categories: technical and principled. This paper argues that since technical difficulties will be overcome with time, the debate ought to be held in terms of the principles. A thought experiment, based on a technically perfect Automated Essay Scorer, …
Turn taking and 'wait time' in classroom interactions
In this paper we examine classroom interactions using a conversation analytic approach to explore the relationship between turn taking and silences in classroom interaction. Seventeen mathematics lessons with pupils aged between 12 and 14 years were analysed in terms of the structure of turn taking and the length and nature of pauses that occurred during whole class interactions. We show that the turn taking structure of classroom interactions re…
Thinking about the Coding Process in Qualitative Data Analysis
Coding is a ubiquitous part of the qualitative research process, but it is often under-considered in research methods training and literature. This article explores a number of questions about the coding process which are often raised by beginning researchers, in the light of the recommendations of methods textbooks and the factors which contribute to an answer to these questions. I argue for a conceptualisation of coding as a decision-making pro…
Turn taking and 'wait time' in classroom interactions
In this paper we examine classroom interactions using a conversation analytic approach to explore the relationship between turn taking and silences in classroom interaction. Seventeen mathematics lessons with pupils aged between 12 and 14 years were analysed in terms of the structure of turn taking and the length and nature of pauses that occurred during whole class interactions. We show that the turn taking structure of classroom interactions re…
Marc
Automated essay scoring programs are becoming more common and more technically advanced. They provoke strong reactions from both their advocates and their detractors. Arguments tend to fall into two categories: technical and principled. This paper argues that since technical difficulties will be overcome with time, the debate ought to be held in terms of the principles. A thought experiment, based on a technically perfect Automated Essay Scorer, …
Turn taking and 'wait time' in classroom interactions
In this paper we examine classroom interactions using a conversation analytic approach to explore the relationship between turn taking and silences in classroom interaction. Seventeen mathematics lessons with pupils aged between 12 and 14 years were analysed in terms of the structure of turn taking and the length and nature of pauses that occurred during whole class interactions. We show that the turn taking structure of classroom interactions re…
‘Right nutrition, right values’
This paper presents a critical discourse analysis, situated within a broad Foucauldian framework, focusing on the construction of food and eating within the context of youth, schools and education, drawing on speeches, documents and public texts produced or sponsored by members of the UK Coalition Government (2010–2014). Michael Gove, the then Secretary of State for Education, spoke of the ‘clear moral purpose’ (June 2011) of the education reform…
Dramatic interactions in education
The editors of this book are right when they point out the disparity between the use of Vygotsky as an educational theorist and his use within a drama education context, which is particularly surpr
Thinking about the Coding Process in Qualitative Data Analysis
Coding is a ubiquitous part of the qualitative research process, but it is often under-considered in research methods training and literature. This article explores a number of questions about the coding process which are often raised by beginning researchers, in the light of the recommendations of methods textbooks and the factors which contribute to an answer to these questions. I argue for a conceptualisation of coding as a decision-making pro…
Setting an agenda for English education research
This note reports the results of a Delphi panel priority setting exercise for English Education\nresearch. An initial item-generating survey of 75 English Education academics and teachers\nworldwide was conducted; a thematic analysis of responses generated 31 potential priorities\nfor future research. An adapted Delphi panel consisting of 44 English Education experts was\ninvited to take part in two rounds of ranking; four major priorities were i…
Social justice and the social imagination in English education
At the same time as editing this special issue, I have been gathering data for a small project I’ve been calling “Hope is a thing with pages”. Every year I ask students on our English PGCE course t
Teaching poems by authors of colour at key stage 3
This paper draws on a survey conducted in 2020–21 in which 163 secondary English teachers in England named a total of 68 individual poems by poets of colour from the global majority which they taught in Key Stage 3 (students aged 11–14). Using the concepts of framing and mental schemas, we categorised these poems by considering which was the most likely frame or theme under which they would be taught. The largest category was Identity (15 poems),…
Poetry is
Secondary Shakespeare in the UK
In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017–18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as ‘Active Methods’ and consider their popularity in secondary classrooms, and why tea…
Foreword to the fiftieth volume
The very first issue of the Oxford Review of Education opened with this statement of intent from one of the Editors, Alan Bullock: Education has come to play so large and important a part in societ
Colonial taxonomies
In this paper we bring British and Australian perspectives together to question the non-fiction/fiction binary that we see in English classrooms, and to consider the liminal nature of some texts. In doing so we argue for the troubling of a hierarchy in the English classroom that draws on colonial histories of the subject to perpetuate the notion that fiction is the ultimate means through which students can understand the subject, its intentions, …
Non-/Fiction in the English classroom
It is non-fiction’s strange fate – and perhaps misfortune – to be one of the few modes named for what it isn’t rather than what it is. That’s not all that’s strange. That non-fiction is, in the con
‘Canon in colour’
This paper uses the concept of powerful knowledge to consider the teaching of canonical literature in the secondary English classroom. Drawing on Muller and Young’s definition of powerful knowledge which draws on potentia rather than potestas, a distinction which focuses on the enabling potential, rather than the idea of power over others, I argue for the relevance and significance of teaching canonical literature with the context of race and emp…
Unsettling subject English in the twenty‐first century
This paper uses examples from Australia and England to explore subject English with regard to the multiple metaphors inherent in the terms ‘settling’ and ‘unsettling’. In doing so we are concerned with imagining a future for a subject English curriculum which dislodges it from its imperial, colonial roots. In the first instance, we outline the existing approaches to unsettling English in England and Australia and the challenges and limitations of…
Psychology (12 obras) · Sociology (11 obras) · Pedagogy (7 obras) · Mathematics education (6 obras) · Computer Science (5 obras) · Global Education and Multiculturalism (4 obras) · History (4 obras) · Philosophy (4 obras) · Political science (4 obras) · Social science (4 obras)