‘Fire Burn and Cauldron Bubble’

What are the Conjunctural Effects on English Teacher Professional Memories, Identities and Narratives

Bibliographic Data

ID20501970
AuthorsPaul Tarpey (St Mary's University Twickenham London, corresponding author)
Year2016
Volume23
Issue1
Pages77-93
Publication date2016-01-02
Open AccessNo
TypeARTICLE
VenueChanging English (JOURNAL)
Journal identifiersISSN: 1358-684X • E-ISSN: 1469-3585
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2015.1133767
OpenAlexW2295409998
LanguageEN
Citations received1
References cited17

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 working and conceptions of ‘English’ that different generations hold through PM. These memories can provide much needed, alternative accounts of the subject that are both informative and instructive. Here, I concentrate \ton the PM of one generation of English teachers who began in a distinctive conjuncture – 1965-1975

Art · Collectivism · Epistemology · Individualism · Literature · Mathematics education · Narrative · Pedagogy · Political science · Sociology · Visual arts · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · History · Law · Multilingual Education and Policy · Psychology

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