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Out of invisibility: the English disciplines and the study of pedagogy

Ben Knights - School of Arts and Media, Teesside University, UK

            This online anthology consists of a selection of articles in the broadly ‘English’ field published in Arts and Humanities in Higher Education since its inception in 2002. In this preface I attempt to contextualise these articles in the light of the experience of the more or less contemporaneous English Subject Centre of the UK Higher Education Academy[1].  One theme of the preface will be the ambivalent attitude entertained by many within the discipline towards both teaching enhancement and towards the conscious study of learning and teaching: an ambivalence all the more paradoxical given the deeply dialogic and student-oriented nature of the subject from its beginnings. Even in a brief survey, a few historical steps are needed on the way to our theme. One way of focusing this history is to speak of ‘English’ as a border subject. By this I mean that the history and dynamics of this fluid discipline have been shaped by its position on a number of boundaries or borderlines, by ongoing struggles over what it should include (and what it excluded), and the shifting relationships between communities of practice both adjacent and more distant. Read more...

 

Online Collection Articles

More Creative than Creation': On the Idea of Criticism and the Student Critic

Arts and Humanities in Higher Education June 2002 1: 59-71, doi:10.1177/1474022202001001005 

Philip Smallwood

 

Problem-Based Learning in Literary Studies

Arts and Humanities in Higher Education June 2002 1: 73-83, doi:10.1177/1474022202001001006 

Bill Hutchings and Karen O'rourke

 

School to University: An Investigation into the Experience of First-Year Students of English at British Universities

Arts and Humanities in Higher Education February 2004 3: 81-93, doi:10.1177/1474022204039646 

Keverne Smith

 

Intelligence and Interrogation: The identity of the English student

Arts and Humanities in Higher Education February 2005 4: 33-52, doi:10.1177/1474022205048757 

Ben Knights

 

Investigating the Production of University English in Mass Higher Education: Towards an alternative methodology

Arts and Humanities in Higher Education October 2005 4: 247-264, doi:10.1177/1474022205056168 

Ken Jones, Monica McLean et al

 

Great Expectations: Sixth-formers' perceptions of teaching and learning in degree-level English

Arts and Humanities in Higher Education October 2005 4: 304-318, doi:10.1177/1474022205056173 

Karen Smith and Chris Hopkins

 

What Matters in English Literature?

Arts and Humanities in Higher Education June 2005 4: 137-148, doi:10.1177/1474022205051962 

Fred Parker

 

A-level English Literature and the Problem of Transition

Arts and Humanities in Higher Education February 2006 5: 65-76, doi:10.1177/1474022206059997 

Carol Atherton

 

University Challenge: Dynamic subject knowledge, teaching and transition

Arts and Humanities in Higher Education October 2006 5: 275-290, doi:10.1177/1474022206067625 

Andrew Green

 

On the Evidence of Theory: Close reading as a disciplinary model for writing about teaching and learning

Arts and Humanities in Higher Education October 2008 7: 245-261, doi:10.1177/1474022208094410 

Randy Bass and Sherry Lee Linkon

 

Teaching nineteenth-century aesthetic prose: A writing-intensive course

Arts and Humanities in Higher Education June 2010 9: 191-204, doi:10.1177/1474022210359396 

Catherine Maxwell

 

Using your profanisaurus: Comparisons, analogies and cultural capital in two English Literature seminars

Arts and Humanities in Higher Education February 2013 12: 53-69, first published on September 17, 2012 doi:10.1177/1474022212458404 

Susan Bruce

 

Designing and Assessing Online Learning in English Literary Studies

Arts and Humanities in Higher Education  February 2007 ; vol.  6 ,  1 : pp.  74 - 89 , doi: 10.1177/1474022207072200

Benjamin Colbert, Rosie Miles, Francis Wilson and Hilary Weeks

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