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From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature. / Talbot, Daniel.
In: Changing English, Vol. 29, No. 3, 30.09.2022, p. 285-296.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Talbot, D 2022, 'From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature', Changing English, vol. 29, no. 3, pp. 285-296. https://doi.org/10.1080/1358684x.2022.2053281

APA

Talbot, D. (2022). From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature. Changing English, 29(3), 285-296. https://doi.org/10.1080/1358684x.2022.2053281

Vancouver

Talbot D. From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature. Changing English. 2022 Sept 30;29(3):285-296. Epub 2022 Mar 24. doi: 10.1080/1358684x.2022.2053281

Author

Talbot, Daniel. / From ‘Our Island Story’ to ‘Citizens of Nowhere’ : Culture, Identity and English Literature. In: Changing English. 2022 ; Vol. 29, No. 3. pp. 285-296.

Bibtex

@article{a5ecf6b7a0be4d5e81ca50dbcc41d6ba,
title = "From {\textquoteleft}Our Island Story{\textquoteright} to {\textquoteleft}Citizens of Nowhere{\textquoteright}: Culture, Identity and English Literature",
abstract = "There is a growing consensus that the study of literature in English secondary schools is suffering a crisis: a fixation with knowledge and facts, a loss of creativity, and a denigration of students{\textquoteright} own experience, to name a few. This article argues that this is, in part, a result of the conception of culture embedded in the current National Curriculum; a conception in which the study of literature exists primarily to valorise and maintain a clearly definable national culture. In response to this, I suggest that recent thinking in the tradition of cultural cosmopolitanism can expose the inadequacies of this model and offer a set of conceptual resources for thinking about the role of identity and culture in relation to literary study in the secondary school. I also suggest that, as far back as the 1921 Newbolt report, fragments of this more capacious understanding of culture run through much of the most important thinking about the subject.",
keywords = "Culture, cosmopolitanism, identity, canon, national curriculum",
author = "Daniel Talbot",
year = "2022",
month = sep,
day = "30",
doi = "10.1080/1358684x.2022.2053281",
language = "English",
volume = "29",
pages = "285--296",
journal = "Changing English",
issn = "1358-684X",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - From ‘Our Island Story’ to ‘Citizens of Nowhere’

T2 - Culture, Identity and English Literature

AU - Talbot, Daniel

PY - 2022/9/30

Y1 - 2022/9/30

N2 - There is a growing consensus that the study of literature in English secondary schools is suffering a crisis: a fixation with knowledge and facts, a loss of creativity, and a denigration of students’ own experience, to name a few. This article argues that this is, in part, a result of the conception of culture embedded in the current National Curriculum; a conception in which the study of literature exists primarily to valorise and maintain a clearly definable national culture. In response to this, I suggest that recent thinking in the tradition of cultural cosmopolitanism can expose the inadequacies of this model and offer a set of conceptual resources for thinking about the role of identity and culture in relation to literary study in the secondary school. I also suggest that, as far back as the 1921 Newbolt report, fragments of this more capacious understanding of culture run through much of the most important thinking about the subject.

AB - There is a growing consensus that the study of literature in English secondary schools is suffering a crisis: a fixation with knowledge and facts, a loss of creativity, and a denigration of students’ own experience, to name a few. This article argues that this is, in part, a result of the conception of culture embedded in the current National Curriculum; a conception in which the study of literature exists primarily to valorise and maintain a clearly definable national culture. In response to this, I suggest that recent thinking in the tradition of cultural cosmopolitanism can expose the inadequacies of this model and offer a set of conceptual resources for thinking about the role of identity and culture in relation to literary study in the secondary school. I also suggest that, as far back as the 1921 Newbolt report, fragments of this more capacious understanding of culture run through much of the most important thinking about the subject.

KW - Culture

KW - cosmopolitanism

KW - identity

KW - canon

KW - national curriculum

U2 - 10.1080/1358684x.2022.2053281

DO - 10.1080/1358684x.2022.2053281

M3 - Journal article

VL - 29

SP - 285

EP - 296

JO - Changing English

JF - Changing English

SN - 1358-684X

IS - 3

ER -