In this paper I begin to trace two movements in the curriculum history and cultural politics of English teaching: on the one hand, a shift from 'literature' to 'literacy', as organizing principles for the field, and on the other, from 'language' to 'rhetoric'. I do so within a particular understanding of history, as embracing past present and future dimensions. My aim is two-fold: to open up questions about the subject's historical legacy, and to draw attention to some of the emerging challenges and prospects for English teaching today and tomorrow.
|Number of pages||13|
|Journal||English in Education|
|Publication status||Published - 2006|