Volume 7, Number 1
May 2008
Editorial
Editorial: Lines of force: Policy, identity and English as a mode of resistance
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Jacqui Dornbrack
University of Cape Town
Bethan Marshall
Kings College, UK
Donna Alvermann
College of Education, The University of Georgia
pp. 1-4
Narratives
Embracing the other within: Dialogical ethics, resistance and professional advocacy in English teaching
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Mark Howie
Penrith High School, New South Wales, Australia
pp. 103-118
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Topical Articles
Spinning out of control: Dialogical transactions in an English classroom
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Bob Fecho
University of Georgia
Kristi Amatucci
Georgia Gwinnett College
pp. 5-21
Getting “meta”: Reflexivity and literariness in a secondary English literature course
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Mary Macken-Horarik
School of Education, Faculty of The Professions, University of New England
Wendy Morgan
Cultural and Language Studies in Education, Queensland University of Technology
pp. 22-35
Embodied readings: Exploring the multimodal social semiotic resources of the English classroom
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John Yandell
Institute of Education, University of London
pp. 36-56
Creative pedagogies: “Art-full” reading and writing
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Audrey Grant
La Trobe University
Kirsten Hutchison
Deakin University Faculty of Arts and Education
Sarah Brooke
La Trobe University
pp. 57-72
“Straight for English”: Using school language policy to resist multilingualism
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Kerryn Dixon
University of Witwatersrand
Kathleen Peake
Grayston Preparatory School
pp. 73-90
Working with vagueness: Competence and vagueness in UK educational assessment
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Richard Marshall
Cambridge Education @ Islington
pp. 91-102
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English Teaching: Practice and Critique is indexed and abstracted by Thomson Reuters in the following: Social Sciences Citation Index, the Arts and Humanities Citation Index, Social Scisearch and Journal Citation Reports/Social Sciences Edition. Indexing is from May, 2007 (Volume 6, Number 1).
