Cultural memory in English teaching: a critical autobiographical inquiry

摘要: Contemporary standards-based reforms to teaching and teacher education are characterised by appeals technical orientations professionalism. In addition, the standardisation agenda has targeted literacy as a focus for interventions. This highlighted an incongruence between standardised approaches pedagogies practices in subject English that have developed over time, which represent disciplinary ways of knowing.,This paper uses occasion author’s transition from classroom educator inquire into around with texts form part her professional identity. The purpose this study is introduce cultural memory approach interpreting narratives about educational experience development time.,The argues tell “official stories” (Malcolm Zukas, 2009) professionalism displace knowledge past ethical intellectual investments they represent. marked “presentism” (Green Cormack, 2015) contemporary policy. By contrast, critical autobiographical inquiry practised produces situated accounts role on-going “project” 2002/2014) teaching.,The presents new work area identity drawing on interdisciplinary methods studies.