Pupils' knowledge and spoken literary response beyond polite meaningless words: studying Yeats's 'Easter, 1916'

Gordon, John (2016) Pupils' knowledge and spoken literary response beyond polite meaningless words: studying Yeats's 'Easter, 1916'. FORUM, 58 (1). pp. 7-14. ISSN 0963-8253

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Abstract

This article presents research exploring the knowledge pupils bring to texts introduced to them for literary study, how they share knowledge through talk, and how it is elicited by the teacher in the course of an English lesson. It sets classroom discussion in a context where new examination requirements diminish the relevance of social, cultural and historical knowledge in literary response, while curricular detail asserts the capacity of literature to support the cultural, emotional, intellectual, social and spiritual development of young people. Transcripts of classroom discussion of 'Easter, 1916 by W.B. Yeats show where and how pupils deploy their own knowledge in interpretive work, and subtle techniques used by the teacher to elicit knowledge sharing. The data suggests the fallacy of decontextualised analysis of literature, and the significance of shared knowledge in communal spoken literary response.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Literacy and Development Group
Depositing User:	Pure Connector
Date Deposited:	29 Feb 2016 15:00
Last Modified:	13 Oct 2022 18:31
URI:	https://ueaeprints.uea.ac.uk/id/eprint/57336
DOI:	10.15730/forum.2016.58.1

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