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ABSTRACT This piece – a short-term collaboration between a secondary English teacher (Elgie), her Year 9 (ages 13–14) English class, and a former secondary English teacher and current academic (Belas) – offers a reflective analysis of a Key Stage (KS) 3–4 transition unit focussed on non-fiction writing. The unit has a record of success.
It is non-fiction’s strange fate – and perhaps misfortune – to be one of the few modes named for what it isn’t rather than what it is. That’s not all that’s strange. That non-fiction is, in the context of subject or schooled English, often treated as a lesser mode than fiction might strike us as curious – no less so than the relation between non-fiction and fiction.
A written interview with author Jana Mohr Lone is available here. What might we learn from children if we genuinely listened to them? How could they benefit if we did? Such are the key questions that Jana Mohr Lone addresses in her recent book, Seen and not heard. In this work, she shares children’s perspectives on fundamental philosophical concepts, from friendship to fairness to death, juxtaposing them with the thoughts of scholars from a range of disciplines.
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