Networks and Paradigms in English Language Arts in Canadian Faculties of Education
Keywords:
Reading education, Curriculum studies, Faculty of educationAbstract
Ball’s (1985) sociological model of professions helps us to develop a profile of the English language arts professoriate in Canadian faculties of education. In 1985, a partial sample of the 170 faculty members who teach and do research in reading, language arts and English education responded to a questionnaire about their work. Results showed that the Canadian language arts academy is not marked by the same paradigm clustering Ball (1985) found in Britain. Paradigm differences in Canada came more from the chronology of professors’ graduate study than from particular network loyalties. Canadian faculty members espouse individualism. The traditional fragmentation among reading, language arts and English education declined as each specialty recognized its common foundation in language.
References
Ball, S. (1985). English for the English since 1906. In I. Goodson (Ed.), Social of the secondary curriculum: Subjects for study (pp. 53-88). Philadelphi Press.
Blumenthal, A.L. (1970). Language and psychology: Historical aspects ofpsycholinguistics. New York: John Wiley & Sons.
Bucher, R., & Strauss, A. (1976). Professions in process. In M. Hammersley & P. Woods (Eds.), The process ofschooling: A sociolinguistic reader (pp. 19-26). London: Routledge & Kegan Paul.
Crane, D. (1972). Invisible colleges: Diffusion of knowledge in scientific communities. Chicago: University of Chicago Press.
Dixon,J. (1967). Growth through English. Oxford: Oxford University Press.
Donaldson, M. (1978). Children's minds. New York: Norton.
Foucault, M. (1970). The order of things: A Tavistock Publications.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.
