The indiscipline of discipline, or, whose ‘English’ is it anyway?
By Susan Bruce
It is a great educational paradox that the nature of one of the UK’s key subjects is both ill-defined and poorly understood. What counts as ‘English’ is contested at all levels, from arguments about the literacy hour at primary level, through the relative importance of English Language and English Literature at GCSE level, to the introduction of a new A Level in Creative Writing, and the ‘confirmatory consultations’ recently conducted over the reform of AL and GCSE English syllabi.