A-level English Literature and the Problem of Transition

This article considers the transition from A-level to degree-level study from the schoolteacher’s point of view. It highlights the conflicting subject philosophies that exist at A level, and the resistance to the revised English of Curriculum 2000 that has been apparent in debates about the nature o...

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Bibliographic Details
Published inArts and humanities in higher education Vol. 5; no. 1; pp. 65 - 76
Main Author Atherton, Carol
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA SAGE Publications 01.02.2006
Subjects
College Freshmen
College Preparation
Curriculum Evaluation
Debate
Developmental Studies Programs
England
English Literature
Epistemology
Foreign Countries
Higher Education
National Curriculum
Resistance to Change
Teacher Attitudes
Transitional Programs
United Kingdom (England)
English Literature
subject philosophies
A level
teachers
transition
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Summary:This article considers the transition from A-level to degree-level study from the schoolteacher’s point of view. It highlights the conflicting subject philosophies that exist at A level, and the resistance to the revised English of Curriculum 2000 that has been apparent in debates about the nature of English Literature post-16. Its main argument is that teachers of English in higher education need to be alert to these issues in order to understand the difficulties that first-year students often experience, recognizing that the ‘problem of transition’ is as much a problem of epistemology as of pedagogy.
ISSN:1474-0222
1741-265X
DOI:10.1177/1474022206059997