Shakespeare valued: policy, pedagogy and practice in English education, 1989-2009

2905 17 15856 7 26572 document 15856 Olive11PhD.pdf application/pdf 2c533edf55eca7a5dadf486fb923da2c MD5 1852443 2011-11-04 16:20:48 http://etheses.bham.ac.uk//id/eprint/2905/1/Olive11PhD.pdf 2905 1 1 application/pdf application/pdf en public

Olive11PhD.pdf

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/15856 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/15856 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/15856 archive 4031 disk0/00/00/29/05 2011-11-04 16:21:15 2019-01-23 09:55:05 2011-11-04 16:21:15 thesis show 0 Olive Sarah Elizabeth McLuskie Kathleen ftp://ubira.bham.ac.uk/eTheses/2905_Olive/ University of Birmingham Shakespeare valued: policy, pedagogy and practice in English education, 1989-2009 unpub LA PN0441 PR 10col_artl Available for download via the EThOS service: http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.541255 Author changed from option C to option B, Jan 2014 This thesis examines the value of Shakespeare in the domains of policy, pedagogy and practice in English education from 1989 to 2009. Rather than seeking to evaluate his worth, it focuses, in particular, on the processes, institutions and discourses through which his value is constructed. The early chapters establish a lack of existing, critical, interdisciplinary research into Shakespeare in education; offer an overview of the historic context leading up to the playwright’s establishment in the National Curriculum for English as its only compulsory author; and review his place in the education policy of Conservative and Labour governments during the past two decades. Later chapters investigate the value of Shakespeare as constructed in three distinct pedagogies (literary-critical, active methods, and contextual); the inter-relation of his value as constructed in the curriculum, theatre and heritage education departments, popular culture, and academia. It argues that Shakespeare’s tenacity in holding onto a premier position in English education derives largely from the diverse, dispersed, yet interconnected, representations of his value. 2011-07 2011-01 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ubira@lists.bham.ac.uk public 301 University of Birmingham School of English, Drama and American & Canadian Studies, The Shakespeare Institute d_ph ahrc Interrogating Cultural Value 2011-07 graduation