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  • 1. A Note from the Editors—Jennifer L. Holberg and Marcy Taylor

    2. Guest Editors' Introduction—Ben Knights and Nicole King

    3. A Note on the U.K. Context—Ben Knights

    4. The CAPITAL Centre: Teaching Shakespeare (and More) through a Collaboration between a University and an Arts Organization—Jonathan Bate and Susan Brock

    5. Ecocriticism and Education for Sustainability—Greg Garrard

    6. Reading beyond Words: Sound and Gesture in The Winter's Tale—Ros King

    7. Crossing Liminal Spaces: Teaching the Postcolonial Gothic—Gina Wisker

    8. A Desk and a Pile of Books: Considering Independent Study—Andrew Green

    9. Explaining the Actions of Men and Gods: Elements of English Pedagogy—John Hardcastle

    10. Some Notes on a Project: Democracy and Authority in the Production of a Discipline—Susan Bruce, Ken Jones, and Monica McLean

    11. Creative Writing as a Site of Pedagogic Identity and Pedagogic Learning—Rebecca O'Rourke

    12. In Virtuality Veritas—Graham Mort and Lee Horsley

    13. Technique and Technology: Electronic Voting Systems in an English Literature Lecture—Alice Jenkins

    14. Helicopters, Jigsaws, and Plaits: Revealing the Hidden Language and Literature Curriculum—Helen Day

    15. Toward Criteria for Creative Assessment in the English Honors Degree Program—Lesley Coote and Fiona Wright

    16. Taking the Imaginative Leap: Creative Writing and Inquiry-Based Learning—Duco van Oostrum, Richard Steadman-Jones, and Zoe Carson

    17. Contributors

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  • Description

    This special issue focuses on the current state of pedagogy in Britain and what those in the United States can learn from their British counterparts—in community partnerships, responses to a different system of assessment, approaches to curriculum, and a range of other topics. The issue also looks at the work of the English Subject Centre, a state-sponsored pedagogical entity that provides resources for teachers.

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