Developing Professional Memory: A Case Study of London English Teaching (1965–1975)(13 Studies in Professional Life and Work)

In Developing Professional Memory, the author examines narratives from ‘progressive’ and ‘radical’ London-based English teachers who began their careers between 1965 and 1975. English teaching in this period, which the author defines as a ‘cauldron’ of competing and contested currents, is often portrayed negatively in dominant discourses around the subject. The teachers’ narratives, however, provide a much more nuanced and positive story. By recovering and documenting the collective Professional Memory of English teachers in a particular conjuncture, this volume offers a compelling practitioner account of events and developments and proves that learning from Professional Memory has transformative potential. The author argues that by critically confronting narratives, practices and existing conjunctural circumstances, current practitioners might develop greater agency in debates around their professional roles and responsibilities.

Table of Contents:
Chapter 1: Motivations, Locations, Intentions  Introduction  Motivations  Locations  Approaches  Structure of the Book Chapter 2: Conjunctures, Contexts, Circumstances  Introduction  Progressive and Radical Traditions  Locating English into a Wider Genealogy of Context  The Changing Identity of English Teaching  Developments in Practice and Resources  John Dixon’s ‘Growth’ Model of English  Some Wider Developments  Events and Developments in the ILEA  The Bullock Report  Contending Polarities in English? Chapter 3: Memories, Narratives, Relationships  Introduction  Collective Memory  Autobiographical and Historical Memory  Inner Speech and Speech Genre  Social Constructionism  Narrative Representation and PM Chapter 4: Constructing Identities and Attitudes  Introduction  English before School and English at School  Attitudes to English Lessons  The Teaching and Activities in English Lessons  Memorable Teachers  Being ‘Bad’  University and Teacher Training College  Classroom  Developing Oral Work  A Focus on Children’s Agency  Developing Curricula and Assessment  Insistence on Mixed-Ability  The Influence of ILEA and the English Centre  Professional Development in Other Areas  What Do These Memories Tell Us? Chapter 6: From ‘Cauldron’ to Current Contexts  Introduction  Attitudes to Regulation and Prescription  Is There a Continuing Relevance of the Teachers’ Practice?  What Defines This Generation of English Teachers?  Changes in Attitude  Has Something Been ‘Lost’?  Perceptions of Professionalism and Accountability  Can Lessons Be Learned from This Generation?  Suggestions for Future Developments  Are They ‘Progressive’ Teachers?  What Do These Memories Tell Us? Chapter 7: Making Sense of the Memories  Introduction  Identities and Working Cultures in English Teaching  Are There Alternative Speech Genres in English Teaching?  The Importance of Confronting Conjunctural Circumstances  Is the Teachers’ Work Still Relevant?  Competing and Contested Currents in the Teachers’ Stories  Teacher Memory and Teacher Nostalgia  Political English Teaching? Chapter 8: Conclusions, Implications, Destinations  Where to Next?  What Is PM and How Might It Be Significant?  What Practical Contribution Might PM Studies Make?  PM and History of Education  PM, Teacher Education and Professional Development  PM, English Teaching and Collective Memory  More PM Studies? References Index

About the Author :
Paul Tarpey, Ph.D. (2015), UCL Institute of Education, is a lecturer in Education and Social Science at St Mary’s University, Twickenham. He publishes on Professional Memory and English teaching.