In 'Stories of Stories' the postscript he wrote to Betty Rosen's book 'And None of it was Nonsense, The Power of Storytelling in School' (Ontario, Scholastic, 1988), Harold wrote:
"For a number of years I have been chasing the huge literature that has accumulated around narrative, and looking at narrative in the classroom. I've learned many things in the process. As I consumed scholarly books, research papers and articles, and grappled with complex theories of narrative, I be3came increasingly aware that as yet no major work has appeared which presents a coherent educational theory of narrative. Even more significant perhaps, we have no full accounts of narrative in the classroom by teachers who believe in it as a pillar of the curriculum and who have translated that belief into practice - the educational world doesn't accept that telling the tales of teaching as richly and honestly as we know how is a totally valid means of teaching each other.'
And later:
'The cry everywhere is for precise, testable outcomes for all curricular practices, tied to specific ages or grades. '
And later:
'We have been so mesmerized by the intellectual culture of our times, so intimidated by spurious claims for the superiority of what has come to be called 'expository discourse', that we are frequently disposed to be apologetic about narrative.'
....
HR asks of story in education:
'...how much of the curriculum can lay claim to the simultaneous interlocking of cognitive, emotional, social and moral involvement?'
He cites Jermome Bruner from 'Actual Minds, Possible Worlds' as saying that in story:
'There are two modes of cognitive functioning, two modes of thought, each providing distinctive ways of ordering experience, of constructing reality.'
One is
'....the landscape of action, where the constituents are the arguments of action: agent, intention or goal, situation, instrument, something corresponding to a 'story grammar''
and
'...the landscape of consciousness; what those involved in the action know, think and feel, or do not know, think and feel.'
Later:
'All that I have read of narratology (as it is now called) points unequivocally in one direction: we need to give greater space to narrative in the curriculum....As children move through typical school systems, spontaneous student-created narrative is at least marginalized or, more likely, outlawed. Story writing is edged out as other kinds of privileged discourse are installed.'
Later:
'Intellectual life is more and more haunted by a dilemma. On the one hand,it provides propositions, abstractions and principles which offer the seductive possibility of making sense of a chaos of evidence. On the other hand, such a formidable armoury often leaves a sense of dissatisfaction. The sense of the actual, the particular, the idiosyncratic, the taste of direct experience seems to get lost or buried or made to appear irrelevant.'
Finally:
'Teaching and learning never change without a special kind of imaginative act,which all the curriculum guides in the world cannot render unnecessary. You may be persuaded that it is important to become more conversant with narrative theory.You may be inspired to turn your classroom into one where stories flow and become a major means of learning and developing linguistic powers. But then, you need to translate your enthusiasm into day-to-day practices. How will you make your first move? How do you learn to tell stories? Where will you find them? How, in a phrase, do your principles undergo that amazing metamorphosis into everyday encounters? Only by your imaginative weighing of your students and their history, and yourself and your history. You must trust your own inventiveness...'
Showing posts with label Harold Rosen. Show all posts
Showing posts with label Harold Rosen. Show all posts
Friday, 9 March 2012
Photo of Harold at Greenford School 1953
Above is a photo of Greenford Grammar School, taken, says Terence Maddern in 1953. Harold is third row up, left hand side.
Terence wrote to me with the following letter:
"Dear Michael Rosen,
I have just read your article in the Guardian in which you write about your boyhood and that of your father, Harold, and I wanted to write to you to say what an outstanding teacher he was. He taught English to me and my fellow pupils at Greenford Grammar School in the late 1940s and early 50s. I started there after passing the 11 plus examination in 1949 and your father taught us for four years before, sadly as far as we were concerned, he left the school.
He gave us a comprehensive understanding of English grammar which he taught us to see as simply logical and therefore more easily memorable. He introduced us to the pleasures that English literature holds in store and encouraged us in our exploration and understanding of it. His own love of his subject was inspirational and he gave me, along with others I am sure, an appreciation of the richness of our language that has stayed with me ever since. He was always warm in his relationship with his classes and quick to praise where it was due. He was, in short, a teacher that I remember with respect and, indeed, with affection and appreciation, for the very significant contribution to my education and development that he made. It is therefore most interesting to read your account of your father’s boyhood and development. I feel now that what he was doing was to encourage us all to work to raise ourselves onto a higher plane so that we could better appreciate what life had to offer and to take advantage of it.
It was a privilege and a pleasure to have been taught by Harold Rosen.
Yours sincerely,
Terence Maddern;
Monday, 27 February 2012
An alternative bibliography
The Battle of Cable Street 70th Anniv (C) Peter Marshall, 2006
On the previous page of this blog is the rough bibliography that was Marjorie Lorch's first assembly of Harold's work. Since putting it up, I edited certain aspects of it and then added material given to me by Tony Burgess, Michael Simons, Peter Medway, Georgina Brewis, Dominic Newbould and Janet Maybin. I have now added to the bibliography on the previous page the material from 'Education Today and Tomorrow' which he wrote in 1955 and 1957.
Marjorie has now very kindly created a differently assembled bibliography with this cover note, referring to Simon Gibbons who collected from me a box of Harold's writings and noted what was there. Marjorie writes:
" I have added the entries that Simon recently collected. Here is the updated list. I have just sorted it alphabetically by author so there are some that are by others about Harold’s work first. It is not entirely letter perfect in terms of copyediting. More work might be needed before it is in web worthy shape."
On the previous page of this blog is the rough bibliography that was Marjorie Lorch's first assembly of Harold's work. Since putting it up, I edited certain aspects of it and then added material given to me by Tony Burgess, Michael Simons, Peter Medway, Georgina Brewis, Dominic Newbould and Janet Maybin. I have now added to the bibliography on the previous page the material from 'Education Today and Tomorrow' which he wrote in 1955 and 1957.
Rosen, H. (1960). Englisches Lehrbuch. T. 1,
Erweiterte Oberschule. Berlin; Leipzig, Volk u. Wissen.
Methuan, 1867. Hanbook for english teachers 2 talking and
writing: 100-.
Rosen, H. (1974). "Importance of Language."
Notes From Workshop Center for Open Education 3(4): 2-8.
Rosen, H. (1993). Stories and meanings.
Sheffield, National Association for the Teaching of English.
Friday, 24 February 2012
First draft of a bibliography
Marjorie Lorch,. Birkbeck, University of London, has compiled this bibliography of Harold's work.If you know of any piece that isn't on this list or on the list on the next page of this blog, could you please send the reference to me at rosenmichael@hotmail.com
Likewise, if you could date any of the unclassified material at the end, that would be good too.
Rosen, H. (1955) 'Instead of the Comics, Children's Reading' in Education Today and Tomorrow, Vol VII, Number Six, July 1955
Rosen, H. (1957) 'Two Cheers for Poetry, First Cheer' in Education Today and Tomorrow, Vol X, Number One, Sept/Oct 1957
Rosen, H. (1957) 'Two Cheers for Poetry, Second Cheer' in Education Today and Tomorrow, Vol X, Number Two, Nov/Dec 1957
[NOTE: Anyone researching 'Education Today and Tomorrow' will find these issues in the Working Class Movement Library, Salford]
Rosen, H. (1958). What shall I set? Use of English, 10(2), 90-97.
Rosen, H. (1960). Englisches Lehrbuch. T. 1, Erweiterte Oberschule. Berlin; Leipzig: Volk u. Wissen.
Britton, J. N., Rosen, H., Martin, N., & Schools Council.Schools, C. (1966). Multiple marking of English compositions : an account of an experiment. London: H.M.S.O.
Rosen, H. (1966). The language of textbooks. In (Vol. Handbook for English teachers 2 talking and writing, pp. 100-). London: Institute of Education
Barnes, D. R., Britton, J.N., Rosen, H., & English, L.A.T.E. (1969). Language, the learner and the school. [Harmondsworth]: Penguin.
Rosen, H. An investigation of the effects of differentiated writing assignments on the performance in English composition of a selected group of 15/16 year old pupils. Unpublished Thesis (PhD) University of London 1969.
Rosen, H. (1970). The Professional Education of the Teacher of English. Engl in Educ, 4(2), 58-72.
Barnes, D., Britton, J., Rosen, H., & London Association for the Teaching of, E. (1971). Language, the learner and the school : a research report (Revised ed.). Harmondsworth: Penguin.
Rosen, H. (1971). Messages and Message-makers. English in Education, 5(2), 85-98.
Open University, E. C. T., Esland, G., Rosen, H., Barnes, D., & Dale, R. (1972). Pedagogy and the teacher's presentation of self : Commitment to school [sound recording]. [Milton Keynes]: Open University.
Rosen, H., & Ruskin College . History, w. (1972). Language and class : a critical look at the theories of Basil Bernstein: Bristol, Falling Wall Press Ltd.
[NOTE FROM M.R. At about this time, Harold edited three editions of a magazine called 'Language and Class' - self-published. He also wrote an editorial in each one. We will look out for these in either my or Harold's archive!]
Tisher, R. P. (1972). Review: [untitled]. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education, 18(4), 572-574.
‘Their Language and Ours’ in Teaching London Kids Issue No. 1 1972?.
Rosen, C., Rosen, H., & Schools, C. (1973). The language of primary school children. Harmondsworth [etc.]: Penguin Education for the Schools Council.
Rosen, H. (1973). The language of textbooks. In J. Britton (Ed.), Handbook for English teachers (pp. xvi,157p.). London [etc.]: Methuen.
Rosen, H. (1973). The primary school context. [Bletchley]: Open University.
Scott, J. L. (1973). Review: [untitled]. The English Journal, 62(6), 934-935.
Fagan, W. (1974). Review: [untitled]. The Reading Teacher, 27(6), 629-630.
Rosen, C., & Rosen, H. (1974). Talking. Urban Review, 7(1), 16-27.
Rosen, H. (1974). Language and class workshop. London: H. Rosen.
Rosen, H. (1974). Language and class : a critical look at the theories of Basil Bernstein (3d ed.). Bristol: Falling Wall Press Ltd.
Rosen, H. (1974). Speaking from experience. Times Educational Supplement (London), 3067, 19.
Rosen, H. (1974). Importance of Language. Notes From Workshop Center for Open Education, 3(4), 2-8.
Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of writing abilities (11-18). London: Macmillan.
Rosen, H. (1975). Out There or Where the Masons Went. Theory into Practice, 14(5), 338-342.
Rosen, H. (ed.) 1975. Language and Literacy in our Schools. Some appraisals of the Bullock Report. Studies in Education (New Series) 1. University of London Institute of Education.
Rosen, H. (1976). The Power of Common Talk. Times Educational Supplement (London), 3209, 28-29.
Rosen, H., & University of London. Institute of, E. (1976). Talkshop : a selection of tape transcripts. London: University of London.
Lee, V., & Rosen, H. (1977). Black English in Britain. [Milton Keynes]: Open University.
Pikulski, J. J. (1977). Review: [untitled]. The Reading Teacher, 30(5), 565-566.
Rosen, H., & University of London. Institute of, E. (1977). Talkshop 2 : a selection of tape transcripts, poems, prose, and graphics. London: University of London.
Barnes, D. R., Britton, J.N., Rosen, H., & London Association for the Teaching of, E. (1978). Language, the learner and the school. Harmondsworth: Penguin.
Rosen, H. (1978), 'Signing On', The New Review, February 1978, reprinted in BAAL Newsletter no. 7, June 1979.
Hoffman, M., Perera, K., Seely, J., Rosen, H., Torbe, M., & Open University. Language Development Course, T. (1979). The language curriculum. Milton Keynes: Open University Press.
Open, U., Perera, K., Rosen, H., & Seely, J. (1979). The language curriculum: supplementary readings for Block 6. eynes: Open University Press.Rosen, H., Burgess, T., & University of London. Institute of Education. Department of, E. (1979). Linguistic diversity in London schools.
Warnock, J. (1979). Review: Brittonism. Rhetoric Society Quarterly, 9(1), 7-16.
‘Up There Where the Linguists Are’ An interview with Harold Rosen, The English Magazine Issue No. 2 1979
Rosen, H. (1979) Linguistics and the teaching of a mother tongue. Plenary paper presented at the Fifth International Congress of Applied Linguistics, Montreal, 1978 (Published in AILA Bulletin, 1979.)
Rosen, H. (1980). The Dramatic Mode. In P. Salmon (Ed.), Coming to Know (pp. 152-168). London: Routledge.
Rosen, H., & Burgess, T. (1980). Languages and dialects of London school children : an investigation. London: Ward Lock International.
Open University, E. C. T., Rosen, H., Esland, G., & Lee, V. (1981). Language in use.
Rosen, H. (1981). Neither Bleak House nor Liberty Hall : English in the curriculum: [Inaugural Lecture, delivered 4 march 1981]University of London Institute of Education.
Rosen, H. (1981). The development of social views of language.
Rosen, H. (1981). Linguistics and the teaching of a mother tongue. Paper presented at the Proceedings of the 5th Congress of AILA. .
Rosen, H., Esland, G., & Lee, V. J. (1981). Social aspects of language. Milton Keynes: Open University Press.
Rosen, H., & Gulliksen, Ø. (1981). Morsmålsdidaktiske essays. Oslo: Novus.
Schools Council. Language for Learning, P., Bleach, J., Levine, J., Rosen, H., & Schools Council. Programme 3: Developing the Curriculum for a Changing, W. (1981). Investigating talk : guidelines for teachers groups. London: University of London, Institute of Education.
Schools Council. Language for Learning Project, C., Rosen, H., Bleach, J., & Language in Inner City, S. (1981). Report of conference on investigating talk. London: Language for Learning Project.
Coates, R., Rosen, H., Sandos, C., & Pateman, T. (1982). Languages for life. [Brighton]: Education Area, University of Sussex.
Rosen, H. (1982). The pupil in school language networks. Paper presented at the British Association of Applied Linguistics. from http://baal.org.uk/BN/BN14.pdf
Rosen, H., & University of London. Institute of Education. (1982). The language monitors : a critique of the APU'S primary survey report Language performance in schools. Bedford Way Papers 11. London: Institute of Education, University of London.
Rosen, H., Spencer, M. M., Miller, J., & Alvarado, M. (1984). Changing English : essays for Harold Rosen. London: Heinemann Educational Books for the Institute of Education, University of London.
Rosen, H., Economic, & Social Research, C. (1985). Parental help with reading in schools.
Rosen, H. Stories and meanings: Sheffield : National Association for the Teaching of English, 1985(1987).
Rosen, H. and Chorny, M. (1985) ‘Narratology and the Teacher’, in Teacher as learner/Teacher as Research, Language in Classroom Project, Department of Curriculum and Instruction, University of Calgary.
Rosen, H. (1986). The Importance of Story. Language Arts, 63(3), 226-237.
[NOTE HERE IS AN ACCOUNT OF SOME WORK THAT HAROLD DID WITH THE OU BETWEEN 1988-1992 "Harold worked with Neil Mercer and myself [ie Janet Maybin] on the very first Open University MA in Education module on language and literacy E815 Language and Literacy, which ran from 1987 -1992. He wrote part of the students’ Study Guide and his review of Heath’s 'Ways with Words' was reprinted in one of the two Open University Readers that accompanied the module.]
Jones, M. A., West, A., & Great Britain. Committee of Inquiry into the Teaching of English, L. (1988). Learning me your language : perspectives on the teaching of English. London: Mary Glasgow.
Rosen, H. (1988). Struck by a particular gap.
Rosen, H. (1988). The Irrepressible Genre. In Maclure,M. Phillips, T., and Wilkinson, A. (Ed.), Oracy Matters. Milton Keynes: Open University Press.
Rosen, H. (1988). The autobiographical impulse. In D. Tannen (Ed.), Linguistics in Context: Connecting observation and understanding (pp. 69-88). Norwood, NJ: Ablex.
Rosen, H. (1988) 'Stories of Stories, a postscript by Harold Rosen' in Rosen, B. And None Of It Was Nonsense, the power of storytelling in school, pp 163-172, Ontario, New York, Auckland, Gosford, Leamington Spa, Scholastic
Rosen, H. (1991). The Nationalisation of English. International Journal of Applied Linguistics, 1(1), 104-117.
Rosen, H. (1993). Troublesome boy. London: English & Media Centre.
Rosen, H. (1993). Stories and meanings. Sheffield: National Association for the Teaching of English.
Rosen, H. (1996). Autobiographical Memory. Changing English, 3(1), 21-34.
Rosen, H. (1998). Speaking from memory : the study of autobiographical discourse. Stoke-on-Trent: Trentham.
Rosen, H. (1998). Speaking from memory : a guide to autobiographical acts and practices. Stoke-on-Trent: Trentham.
Rosen, H. (1998). A Necessary Myth: Cable Street revisited. Changing English, 5(1), 27-34.
Rosen, H. (1999). Are you still circumcised? : East End memories. Nottingham: Five Leaves.
Rosen, H. (1999). Narrative in Intercultural Education. Intercultural Education, 10(3), 343-353.
Rosen, H. (1999). Narrative in Intercultural Education. European journal of intercultural studies., 10, 343-354.
Rosen, H. (2000). REVIEWS: - Speaking from Memory: The Study of Autobiographical Discourse. Oral history., 28(2), 103.
Rosen, H. (2003). Four Recent Poems. Changing English, 10(2), 155-158.
Rosen, H. (2004). Maginot Line. Changing English, 11(2), 243-245.
Rosen, H. (2004). Choose your frog. Nottingham: Five Leaves.
Unclassified by date for the time being:
Rosen, H. An investigation of the effects of differentiated writing assignments on the performance in English composition of a selected group of 15/16 year old pupils.
Rosen, H. How many genres in narrative? Changing English: Studies in Culture and Education, 1(1), 179 – 191.
Rosen, H. Narratology and the teacher.
Thursday, 23 February 2012
Introduction
This is going to be a blog for and about my father, Harold Rosen who was a teacher in schools, colleges and universities.
I'm intending it to have a combination of bibliographies, weblinks, reminiscences, photos, news, articles.
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