ABSTRACT
The relationship between high school English and university English is a relatively neglected issue, and yet — as well as being significant in its own right — it underpins a highly significant phase in the ‘cycle’ of English (i.e. the school student becomes the university student who becomes the teacher who then teaches the school student). Crucially, along with teacher training, these two educational moments are where future English teachers' subject knowledge develops; it's also where they begin to make sense of the way we inhabit a series of overlapping identities — student, reader, critic, teacher — which are fundamental to our experience of the subject and the way it relates to the world.
