Foreword |
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x | |
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Foreword |
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xii | |
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Acknowledgements |
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xiv | |
Introduction: Why `Ethical' English? |
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1 | (4) |
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PART ONE Ethical English as spiritual education |
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5 | (62) |
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7 | (14) |
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Searching for the spirit of English |
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12 | (1) |
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The dangers of spirituality |
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13 | (2) |
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Aesthetic response to literature |
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15 | (6) |
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21 | (18) |
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English as a `Spiritual Home' |
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21 | (3) |
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Well-being in other worlds |
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24 | (1) |
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Two teachers and two homes |
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25 | (5) |
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Well-being through reading |
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30 | (2) |
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Subject knowledge and social justice |
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32 | (7) |
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3 The art of planning and assessing English |
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39 | (16) |
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The art of planning English |
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39 | (2) |
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The ethics of planning English |
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41 | (4) |
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The art of assessing English |
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45 | (4) |
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The ethics of assessing English |
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49 | (6) |
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4 The spirit of professional learning in English |
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55 | (12) |
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Teacher research: `Going the Extra Mile' |
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56 | (1) |
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Action research case study 1 (Helen, PGCE student teacher) |
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57 | (2) |
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Action research case study 2 (Mark, Head of English) |
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59 | (2) |
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The `Poetic' in professional learning |
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61 | (2) |
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The spirit of professional learning: The inner life of the teacher |
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63 | (2) |
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The spirit of action research |
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65 | (2) |
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PART TWO Ethical English as moral and character education |
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67 | (66) |
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5 Educational foundations for English teaching |
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69 | (12) |
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Enlightenment values in English |
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70 | (2) |
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Romantic values in English |
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72 | (1) |
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Ethical `Behaviour Management' |
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73 | (2) |
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Ethics and ethnicity in English teaching |
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75 | (6) |
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6 English as moral and character education |
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81 | (22) |
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81 | (4) |
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The Moral Law (Natural Law) |
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85 | (4) |
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Teaching universal virtues |
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89 | (3) |
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Teaching character in English |
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92 | (4) |
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Character education on the playing fields of England |
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96 | (7) |
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7 Learning citizenship and character in English |
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103 | (16) |
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English: Liberal art for liberal society |
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103 | (2) |
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Liberty, equality and rationality in a free society |
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105 | (1) |
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Learning to speak English well |
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106 | (3) |
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Freedom of interpretation |
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109 | (2) |
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Critical literacy and Education for Democratic Citizenship (EDC) |
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111 | (2) |
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Good readers and good citizens |
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113 | (1) |
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Citizens of good character |
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114 | (1) |
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Behaviour Management and the Literatures of Dignity and Freedom |
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115 | (4) |
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8 The character of professional learning |
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119 | (14) |
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Developing as an ethical English teacher |
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119 | (2) |
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The character of the English teacher |
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121 | (3) |
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The teacher as role model |
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124 | (1) |
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Virtues in the Classroom: The character of the teacher |
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125 | (2) |
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Developing good character through literature and life |
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127 | (6) |
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PART THREE Ethical English as religious education |
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133 | (64) |
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9 English as a pseudo-religion |
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137 | (16) |
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137 | (4) |
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The English teacher as pastor, prophet and priest |
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141 | (1) |
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Reading sacred texts: Shavuot |
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142 | (3) |
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145 | (2) |
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Personal growth and individual autonomy |
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147 | (2) |
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Cultural analysis and criticality |
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149 | (4) |
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153 | (12) |
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English and multiculturalism |
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153 | (2) |
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`Other', `Different' or `Contemporary' cultures and traditions? |
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155 | (4) |
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English and the `Otherness' of all |
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159 | (2) |
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Eschewing religious differences? |
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161 | (4) |
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11 English as secularist subject |
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165 | (20) |
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Secular attitudes in English |
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165 | (5) |
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Free speech, freedom of religion and the Bible |
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170 | (3) |
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Liberal attitudes and the Bible as literature |
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173 | (5) |
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178 | (7) |
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12 Believing in professional learning |
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185 | (12) |
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Seeing the `Movie' not the `Snapshot': Validity and generalizability |
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185 | (3) |
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Seeing the `Selfie': Values and worldviews in teacher research |
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188 | (3) |
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Imaginatively learning about religion |
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191 | (3) |
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Avoiding imaginative failure and learning from religion |
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194 | (3) |
Appendix 1 A self-audit of subject knowledge for teachers of English |
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197 | (6) |
Appendix 2 UK Standards for teachers (2012) |
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203 | (6) |
Bibliography |
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209 | (16) |
Index |
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225 | |