A-level English Literature and the Problem of Transition

Bibliographic Data

ID12713006
AuthorsCarol Atherton (Bourne Grammar School, UK, corresponding author)
Year2006
Volume5
Issue1
Pages65-76
Publication date2006-01-30
Open AccessYes
TypeARTICLE
VenueArts and Humanities in Higher Education (JOURNAL)
Journal identifiersISSN: 1474-0222 • E-ISSN: 1741-265X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1474022206059997
OpenAlexW2090677805
LanguageEN
Citations received9
References cited9

This article considers the transition from A-level to degree-level study from the schoolteacher’s point of view. It highlights the conflicting subject philosophies that exist at A level, and the resistance to the revised English of Curriculum 2000 that has been apparent in debates about the nature of English Literature post-16. Its main argument is that teachers of English in higher education need to be alert to these issues in order to understand the difficulties that first-year students often experience, recognizing that the ‘problem of transition’ is as much a problem of epistemology as of pedagogy

Argument (complex analysis · Curriculum · Epistemology · Mathematics education · Pedagogy · Point (geometry · Resistance (ecology · Sociology · Subject (documents · Transition (genetics · Computer Science · Discourse Analysis in Language Studies · Education and Critical Thinking Development · Literacy, Media, and Education · Mathematics · Philosophy · Psychology

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