Changing Content in the English Curriculum
by Evelyn M. Copeland, Kenneth L. Donelson, Mary M. Galvan & Elisabeth McPherson — 1977
The what of teaching cannot easily be distinguished from the how of teaching as the contributions to the Yearbook readily indicate. Yet the content parameters of English have so expanded over the past two decades that any review of current developments would seem incomplete without direct consideration of the changing nature of the discipline. In selecting five areas for special consideration in this chapter, the authors illustrate the gradual broadening of subject matter that has occurred both as a result of scholarly and professional developments and as a response to new instructional requirements. That many of these changes have precipitated controversies in individual communities is perhaps less significant than their demonstration of the vitality of English studies in a changing social and educational setting.
To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: