‘Fire burn and cauldron bubble’: what are the conjunctural effects on English teacher professional memories, identities and narratives?

Tarpey, Paul (2016) ‘Fire burn and cauldron bubble’: what are the conjunctural effects on English teacher professional memories, identities and narratives? Changing English, 23 (1). pp. 77-93. ISSN 1358-684X

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Official URL: https://dx.doi.org/10.1080/1358684X.2015.1133767

Abstract

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 on the PM of one generation of English teachers who began in a distinctive conjuncture – 1965-1975.

Item Type: Journal Article
Uncontrolled Keywords: Professional memory; conjunctures; history of English teaching; collective memory; life history
Subjects: 300 Social sciences > 370 Education
School/Department: School of Management and Social Sciences
Depositing User: Paul Tarpey
Date Deposited: 17 Mar 2016 11:49
Last Modified: 11 Sep 2017 00:30
URI: http://research.stmarys.ac.uk/id/eprint/993

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