The Genealogy of ‘Cultural Literacy’

Dados Bibliográficos

ID20501849
AutoresJohn Hodgson (0000-0003-3021-802X, University of the West of England, autor correspondente), Ann Harris (0000-0002-6541-2546, University of Huddersfield)
Ano2022
Volume29
Fascículo4
Páginas382-395
Data de publicação2022-10-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoChanging English (JOURNAL)
Identificadores do periódicoISSN: 1358-684X • E-ISSN: 1469-3585
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2022.2081530
OpenAlexW4281670223
IdiomaEN
Citações recebidas8
Referências citadas18

The British government's current educational policy for England draws on E.D. Hirsch's writings on 'cultural literacy'. This paper aims to uncover the roots of Hirsch’s influential views through a genealogical critique. Hirsch admired the Scottish Enlightenment educator Hugh Blair as a model architect of a hegemonic culture to unite disparate members of a nation. Following Hirsch, the government Department for Education in England called for ‘shared appreciation of cultural reference points’ and ‘a common stock of knowledge on which all can draw and trade’. Consequently, the literature curriculum in England increasingly disenfranchises a significant component of the population in terms of both gender and cultural heritage. Recent ‘culture wars’ have highlighted the legacy of colonialism and have led educators to decolonise the curriculum and prioritise social justice. Continuing racism within civil society demonstrates the need for a general recognition that cultures are desirably diverse and internally plural

Colonialism · Curriculum · Enlightenment · Literacy · Media studies · Pedagogy · Plural · Political science · Sociology · Educational Theory and Curriculum Studies · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law