Speaking Citizens: The Politics of Speech Education 1850-Present

说话的公民：1850 年至今言语教育的政治

• 批准号: AH/T004290/1
• 负责人: Tom Wright
• 金额: $ 92.99万
• 依托单位: University of Sussex
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FT004290%2F1
• 关键词: Speaking; Citizens; Politics; Speech; Education

Speaking skills in Britain are under sustained threat. Changes to the National Curriculum in 2014 and the removal of the speaking component from the GCSE in English in 2013 have side-lined oral skills in British state schools. Social media and digital technologies are contributing to a marked decline in the ability to communicate face-to-face. As a result, we risk producing what some fear will be "a generation unable to speak in public" (1). This poses a threat to tomorrow's workers in an age of automation in which 'soft skills' will become increasingly valued. It also poses a crisis of citizenship. The loss of encouragement of and space for individuals' spoken contributions threatens social cohesion at a moment in which ordinary people's voices need to be heard more than ever before. To confront these crises it is vital that speaking skills are placed back at the heart of British state education and championed as a fundamental element of confident democracies. Speaking Citizens brings together a team of researchers who aim to do this by working with educational partners and policymakers to provide the evidence needed to make the political case for speaking skills' role in strengthening citizenship. Under the label 'oracy', speaking has become one of the most eagerly debated concepts in contemporary educational theory. Yet there is a pressing need for the humanities to provide critical perspective on and historical context for this pedagogy. Our team comprises of four specialists ideally placed to do this. Hester Barron (Co-I) is Senior Lecturer in History at Sussex and an expert in educational history. Stephen Coleman (Co-I) is Professor of Political Communication at Leeds and leading theorist of participatory democracy. Arlene Holmes-Henderson (PDRA) is an educational consultant and fellow on the AHRC's 'Advocating Classics Education' project at King's College London. Tom F. Wright (PI) is Senior Lecturer in English at Sussex and an expert in the cultural history of rhetoric. Our team will be completed by a PDRA specialising in late Twentieth Century migration, race and education.Over three years, we will complete overlapping case studies that interrogate ideas about speech and citizenship from the advent of compulsory education (c.1850) to the present. Ranging from community groups in present-day Leeds, back through 1960s radical educational thinkers, 1920s London primary schools, to late-Victorian women's elocution, we will use diverse new archives to reconstruct the political history of speech education. By looking at contemporary real-life speech situations we will also explore how the dynamics of political talk in non-formal adult contexts might transform school-based approaches. The outputs from these investigations will consist of a collection of open access essays (Oracy Across The Disciplines), four peer-reviewed research articles, and a monograph (Speaking Citizens: The History and Future of An Idea). Moreover, thanks to several years of network-building with partners including the English Speaking Union, Oracy Cambridge and Voice 21, we also have a clear impact and dissemination strategy. In the first two years, the team will work with partner teachers at dialogue events at Sussex and a conference hosted by the Faculty of Education at Cambridge bringing together educators with academics to discuss our findings. By the start of year three, we will have developed these into teaching resources to be rolled out over the final year as a series of pedagogy workshops in partner schools; and two policy presentations at the Department for Education and Home Office. The project will end with a session of the All Party Parliamentary Group on Oracy hosted at the House of Commons.Through these outputs and pathways, we will make a major intervention into educationa debates, enabling a more evidence-based case for the integration of speaking skills with citizenship education

英国的口语技能持续受到威胁。 2014 年国家课程的变化以及 2013 年 GCSE 英语口语部分的取消，导致英国公立学校的口语技能被边缘化。社交媒体和数字技术正在导致面对面沟通能力的显着下降。结果，我们冒着产生一些人担心的“无法在公共场合讲话的一代”的风险（1）。这对自动化时代的未来工人构成了威胁，在自动化时代，“软技能”将变得越来越受重视。它还造成了公民危机。在比以往任何时候都更需要听到普通人的声音的时刻，个人口头贡献的鼓励和空间的丧失威胁着社会凝聚力。为了应对这些危机，至关重要的是，将口语技能重新置于英国国家教育的核心地位，并将其视为自信民主的基本要素。 “说话的公民”组织了一个研究团队，他们的目标是与教育合作伙伴和政策制定者合作，提供所需的证据，以证明说话技能在加强公民身份方面的作用。在“演讲能力”的标签下，演讲已成为当代教育理论中最受争议的概念之一。然而，人文学科迫切需要为这种教学法提供批判性的视角和历史背景。我们的团队由四位专家组成，非常适合执行此操作。 Hester Barron（Co-​​I）是苏塞克斯大学历史学高级讲师，也是教育史专家。斯蒂芬·科尔曼（Co-I）是利兹大学政治传播学教授，也是参与式民主的主要理论家。 Arlene Holmes-Henderson (PDRA) 是伦敦国王学院 AHRC“倡导古典教育”项目的教育顾问和研究员。汤姆·F·赖特 (Tom F. Wright)（PI）是苏塞克斯大学英语高级讲师，也是修辞文化史专家。我们的团队将由专门研究二十世纪末移民、种族和教育的 PDRA 组成。在三年内，我们将完成重叠的案例研究，质疑从义务教育出现（约 1850 年）至今关于言论和公民身份的想法。从当今利兹的社区团体，到 20 世纪 60 年代的激进教育思想家、20 世纪 20 年代的伦敦小学，再到维多利亚晚期的女性演讲，我们将利用各种新档案来重建言语教育的政治史。通过观察当代现实生活中的演讲情境，我们还将探讨非正式成人环境中政治谈话的动态如何改变基于学校的方法。这些调查的成果将包括一系列开放获取论文（跨学科的口语）、四篇同行评审的研究文章和一本专着（说话的公民：一个想法的历史和未来）。此外，得益于多年来与英语联盟、Oracy Cambridge、Voice 21 等合作伙伴的网络建设，我们也有了明确的影响力和传播策略。在头两年中，该团队将与合作伙伴教师一起参加苏塞克斯的对话活动以及剑桥教育学院主办的会议，将教育工作者与学者聚集在一起讨论我们的发现。到第三年年初，我们将把这些开发成教学资源，并在最后一年作为一系列教学研讨会在合作学校推出；以及在教育部和内政部举行的两场政策演讲。该项目将以在下议院主办的全党议会口语小组会议结束。通过这些成果和途径，我们将对教育辩论进行重大干预，为将口语技能与公民教育相结合提供更加循证的案例

项目成果

A manifesto for communication studies

传播学宣言

• DOI: 10.1093/english/efad025
• 发表时间: 2023
• 期刊: Journal of the English Association
• 作者: Coleman S

Making the voice matter in English Studies Teaching

让声音在英语研究教学中发挥重要作用

• DOI: 10.1093/english/efad023
• 发表时间: 2023
• 期刊: Journal of the English Association
• 作者: Holmes-Henderson A

Oracy and Ideology in Contemporary Gaelic: Conceptions of Fluency and its Perceived Decline Subsequent to Immersion Schooling

当代盖尔语中的口语和意识形态：流利度的概念及其在浸入式学校教育后的感知下降

• DOI: 10.16922/jcl.23.3
• 发表时间: 2022
• 期刊: Journal of Celtic Linguistics
• 作者: Dunmore S

The Social World of the School: Education and Community in Interwar London

学校的社交世界：两次世界大战期间伦敦的教育和社区

• 发表时间: 2022
• 作者: Barron Hester

Rhetoric, oracy and citizenship: curricular innovations from Scotland, Slovenia and Norway

修辞、口才和公民意识：苏格兰、斯洛文尼亚和挪威的课程创新

• DOI: 10.1111/lit.12299
• 发表时间: 2022
• 期刊: Literacy
• 影响因子: 1.3
• 作者: Holmes-Henderson A