Resonant continuities: the influence of the Newbolt Report on the formation of English curriculum in New South Wales, Australia

Manuel, J; Carter, D

Resonant continuities: the influence of the Newbolt Report on the formation of English curriculum in New South Wales, Australia

Manuel, J Carter, D

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Publication Type:: Journal Article
Citation:: English in Education, 2019, 53 (3), pp. 223 - 239
Issue Date:: 2019-09-02

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Field	Value	Language
dc.contributor.author	Manuel, J	en_US
dc.contributor.author	Carter, D https://orcid.org/0000-0002-8974-5337	en_US
dc.date.issued	2019-09-02	en_US
dc.identifier.citation	English in Education, 2019, 53 (3), pp. 223 - 239	en_US
dc.identifier.issn	0425-0494	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137994
dc.description.abstract	© 2019, © 2019 National Association for the Teaching of English. In this paper, we examine the ways in which the conceptualisation of literature and literary study encoded in the inaugural secondary school English syllabus in New South Wales (NSW), Australia can be seen to anticipate the conceptualisation so fervently enunciated in The Teaching of English in England–the Newbolt Report of 1921. Through a comparative analysis of the two historical documents, the paper sheds light on the philosophical, ideological and discursive resonances between them, underlining the extraordinary trans-cultural and trans-temporal influence of the New Education movement on the formation of English during the early twentieth century in Australia and Britain. We contend that the Newbolt Report served to vindicate and lend additional authority to the ideas and values embedded in the 1911 NSW English syllabus that were in turn carried forward in successive iterations of the secondary English syllabus in NSW for more than a century.	en_US
dc.relation.ispartof	English in Education	en_US
dc.relation.isbasedon	10.1080/04250494.2019.1625709	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Resonant continuities: the influence of the Newbolt Report on the formation of English curriculum in New South Wales, Australia	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	53	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-01-02T00:00:00+1100
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	53	en_US

Abstract:

© 2019, © 2019 National Association for the Teaching of English. In this paper, we examine the ways in which the conceptualisation of literature and literary study encoded in the inaugural secondary school English syllabus in New South Wales (NSW), Australia can be seen to anticipate the conceptualisation so fervently enunciated in The Teaching of English in England–the Newbolt Report of 1921. Through a comparative analysis of the two historical documents, the paper sheds light on the philosophical, ideological and discursive resonances between them, underlining the extraordinary trans-cultural and trans-temporal influence of the New Education movement on the formation of English during the early twentieth century in Australia and Britain. We contend that the Newbolt Report served to vindicate and lend additional authority to the ideas and values embedded in the 1911 NSW English syllabus that were in turn carried forward in successive iterations of the secondary English syllabus in NSW for more than a century.

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http://hdl.handle.net/10453/137994