English teaching and imagination: a case for revisiting the value of imagination in teaching writing

Thomas, H (2019) 'English teaching and imagination: a case for revisiting the value of imagination in teaching writing.' English in Education, 53 (1). pp. 49-60. ISSN 0425-0494

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Official URL: http://dx.doi.org/10.1080/04250494.2018.1557856

Abstract

The idea that education should value imagination has lost currency over the last few decades and this has implications for teachers as well as pupils. Situated in a system of increased accountability, teachers in England are arguably less able than ever to act on their freedom and to imagine curricular and pedagogical possibilities beyond those specified by performance measurement frameworks. For writing teachers, this presents particular challenges as policy documents offer little recognition of the complex processes involved. As a result, this paper argues that it is time to reconsider the value of imagination in education and in the teaching of writing.

Item Type: Article
Keywords: imagination, teaching writing, accountability, Maxine Greene, curriculum
Divisions: School of Education
UoA: Education
Identification Number: https://doi.org/10.1080/04250494.2018.1557856
Date Deposited: 11 Jun 2019 14:31
Last Modified: 15 Aug 2021 09:52
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