I love English Literature.
I love teaching.
Once upon a time, now sadly a long time ago, when the ink on my doctoral dissertation was only just dry, I taught my first seminar group. Almost overcome with terror, I found solace in one magical text, Doing English by Robert Eaglestone.
Doing English enabled me to reconcile my experience of English Literature at school with the uncanny experiences of studying English Literature at University – and particularly, it showed me how I could make sense of the English Literature which was unfolding to my undergraduate seminar group as they grappled with the compulsory Critical Theory module under my inexpert tutelage.
Many years later, in a different life as a consultant at Academic Practice at the Higher Education Academy I was lucky enough to work with over 60 National Teaching Fellows on texts which captured their practice. Amongst their number was Robert Eaglestone, who wrote about writing the very text book that had saved me so many years ago.
The resulting piece, Textbook Cinderellas: how metacognition takes a worn format to the ball, argues that textbooks can and should be pedagogically innovative. But what I love most of all, is that it remixes the theories and sensibilities of English Studies with the scholarship of teaching and learning – to create something I find utterly enchanting.
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