Dramatizes the give and take that accompanies any attempt to get an English department to speak with one voice and arrive at a consensus regarding curriculum revision. Provides details of the curriculum reform process undertaken at the University of Oregon. (HB)

Considers how the events of September 11th made fear drive students away from acceptance and interest in what was before a cultural learning experience. Discusses students' reactions to Chinua Achebe's novel "Things Fall Apart," which depicts colonization from the point of the Ibo people. Concludes that curriculum may need to address…

Calls for a recasting of English in tune with changes that new digital technologies are heralding. Argues that it will be essential for children to acquire skills such as selecting, sequencing, manipulating and re-forming texts and to co-ordinate different layers of meaning. (NH)

Argues that upper division liberal arts colleges will need to develop curricular flexibility if they are to survive the challenges and demands of the last part of the twentieth century. (RB)

Analyzes the role of the English teacher in the open society, suggesting a need for greater awareness of wider issues which could inform debate about curriculum development and future patterns of education in a changing society. (RB)

Condensed from "Elementary English, Volume 45 (December 1968), 1043-47.

Provides an interim report on the present state of the undergraduate English curriculum and the English major. (SRT)

Outlines purpose, objectives, and reasons for a high school women's literature course. (EL)

Proposes that English be taught as a unified course throughout the school years with challenging standards and options for those who want them but centering on the English language and exploring ourselves and our world. (TO)

Describes the Leicester Special A-Level English Syllabus. (TO)

Two parts of reading control the pedagogy: statistics and curriculum development. One uses math; the other, the noun. Both live in the twilight of madness." A myth-shattering critique of current practices in the teaching of Reading. (Author/RY)

Outlines reasons for having programs for the gifted. Describes the gifted instructional program at the author's high school. (JT)

Outlines various ways of looking at and thinking about curriculum in order to help classroom teachers reflect on and place themselves within a particular paradigm. Suggests that through reflection teachers can better understand and position them within a particular discourse, thereby empowering themselves and ultimately improving their teaching.…

Addresses whether English teaching has a literacy project of its own. Discusses a holistic, integrated view of literacy as comprising three interlocking dimensions: operational, cultural, and critical. Suggests English teaching should engage with philosophy, the humanities, and the arts. Proposes that educators need to develop a better…

Shows some of the conditions under which South African educators work and similarities to the conditions in the United States. Cites some features of English education under apartheid and then explains how progressive teachers are using those features for their own ends. (MG)