Writings on life, language and learning, 1958–2008
- Paperback / softback, 582 pages, 240 mm x 169 mm
- 1 Mar 2017
- UCL IOE Press
• The politics of language and English teaching
• The role of language in learning
Interspersed amongst the educational writings are some of Harold’s stories and poems.
John Richmond has been an English teacher, a local authority adviser, an officer on national curriculum development projects in the UK, and a commissioning editor in educational television in the UK and the USA.
CONTENTS: Introduction; On the Road; Comrade Rosie Rosen; Language and Class: A Critical Look at the Theories of Basil Bernstein; A Social View of Language in School; Out There or Where the Masons Went; Multicultural Education and the English Teacher; Neither Bleak House nor Liberty Hall; English in the Curriculum; The Language Monitors – A Critique of the Assessment of Performance Unit’s Primary Survey Report Language Performance in Schools; Language and the Education of the Working Class; The Voices of Communities and Language in Classrooms: a Review of Shirley Brice Heath’s Ways with Words; Struck by a Particular Gap; Some Notes on the Idea of Culture; The Nationalisation of English; The Whole Story?; St Bernard; Haimishe Fish; Music; Penmanship; The Walworth School English Syllabus; The Language of Textbooks; Towards a Language Policy Across the Curriculum; A Language Policy Across the Curriculum; Messages and Message-makers; Thinking; Sense of Audience; ‘Turn Research Upside Down’; The Dramatic Mode; Language Diversity as Part of the Language Curriculum; Language across the Curriculum: a Changing Agenda; The Politics of Writing; Barn Owl; Cribs; Maginot Line; Old Ladies in the Pyrenees; Stories and Meanings; The Importance of Story; The Autobiographical Impulse; Troublesome Boy; Stories of Stories: Footnotes on Sly Gossipy Practices; Talk as Autobiography; Zeider and the Suit; Isaak Babel and the Bird; How many Genres in Narrative?; We are our Stories; The Two Frogs; Autobiographical Memory; For Beatrice Hastings; A Necessary Myth: Cable Street Revisited; Narrative in Intercultural Education; Ending; Bell-pulls at The Adlon; The Dinosaur and the Professor; In the SS barracks, 1945
'In an era when government directives go to the ridiculous lengths of obsessing about the correct shape of the tail on a semi-colon as used by 11-year-olds, Rosen’s rallying call can still inform the teaching of English. Despite the constraints that are imposed on teachers there is still room for oppositional practices. This indispensable volume of Rosen’s writings can act as an inspiration to all. It should be required reading not just for pleasure (and there is much here that is immensely pleasurable) but as a guide to action that is theoretically rooted and politically trenchant.'
'This is a most welcome bringing-together of the writings of one of the most admired and influential thinkers and doers in the world of English teaching and language education in the second half of the 20th century.’
‘John Richmond has done readers a service in compiling this book. It is a tonic to read not only Harold Rosen’s academic work but his stories and poems, too. Those of us who knew Harold will enjoy hearing his voice again; those who have not yet met him will relish the wit, incisiveness and principle of this remarkable man. He is captured here reminiscing about his childhood, telling stories, showing fierce commitment to diversity and equity in his academic writings, and wisely thoughtful about narrative and life in his later years. This collection brings honour to the word “troublesome”, reminding readers that challenge and critique are essential to ensure a fair and equitable education for all our children – and all our sakes.’
'It is marvellous that John Richmond has assembled this fine collection of the writings of Harold Rosen. As a founder member of the London Association for the Teaching of English, and professor at the Institute of Education, University of London, Harold had an enormous influence on our understanding of the relationship between language and learning. We can see here that he was also a talented poet and story writer. A reader of this collection will appreciate the great contribution Harold Rosen made to education, language and literature.'
‘In an era when government directives go to the ridiculous lengths of obsessing about the correct shape of the tail on a semi-colon as used by 11-year-olds, Rosen’s rallying call can still inform the teaching of English. Despite the constraints that are imposed on teachers there is still room for oppositional practices. This indispensable volume of Rosen’s writings can act as an inspiration to all. It should be required reading not just for pleasure (and there is much here that is immensely pleasurable) but as a guide to action that is theoretically rooted and politically trenchant.’