Human beings are given to looking back at supposedly better times than the present. In The City and the Country, Raymond Williams examines nostalgic discourses about social change and suggests that that memories of better days usually refer to a period thirty or more years in the past. But I’ve never felt this way about education. The schools and colleges where I’ve taught during the last thirty years offered a better experience to both students and teachers than the institutions of the 1960s and early 70s, where corporal punishment was a normal feature of everyday life and most students left at 15 or 16 with no qualifications.
And yet – thirty years ago, the political-educational culture was very different to what obtains today. Teachers educated in recent years must find it hard to imagine a time when schooling and assessment were not subject to endless political influence and change. When NATE started in 1963, the consensus about educational reform was such that the Minister for Education wrote an article in one of the first issues of English in Education. Responding to the Black Papers on Education of the early seventies, the Bullock Report of 1975, A Language for Life, stated that there was little substance in the view that “large numbers of schools are promoting creativity at the expense of basic skills”. And yet the Report’s acceptance of a binary opposition between “skills” and “creativity”, a conceptual dichotomy still routinely deployed, arguably set the scene for the landscape of today, where SPAG assessment is seen as a fundamental marker of competence in English and creative writing at A level is under threat.
Over more than fifty years, English in Education has offered critical research and opinion on the “basics” of English in schools – the teaching of reading, writing, speaking and listening. Reading through the collected volumes to prepare our reflective paper on the first fifty years of the journal (published in the September 2014 issue, 48:3) Sarah Wilkin and I became aware of what Margaret McCullagh, an MA student at King’s College, London, calls the “turbulent and challenging” history of English teaching over those years. Perhaps the English in Education archive can mobilise our collective memory at a crucial time in English education.
If you are one of those teachers whose experience, like mine, approaches the number of years that NATE and its journal have flourished, we’d like to hear from you. Margaret McCullagh (firstname.lastname@example.org) is writing a dissertation on older English teachers’ perceptions of their work. She wants to interview a number of English teachers aged 55 and over who have spent most of their working lives in the UK educational system. Those who have retired within the last five years are equally welcome to participate. She hopes to elicit a picture of what these teachers believe promotes self-efficacy in English teaching – and what hinders it. If you fit this profile, and can help by participating in an audio-taped interview of up to an hour, at a time and place convenient to you, with any travel expenses paid, please get in touch with Margaret at email@example.com.