77,214 results on '"LITERATURE"'
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2. CONCEPTS OF MAN, A CURRICULUM FOR AVERAGE STUDENTS.
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Euclid English Demonstration Center, OH.
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THIS ENGLISH GUIDE FOR AVERAGE STUDENTS IN GRADES 7, 8, AND 9 CONTAINS A RATIONALE FOR STRUCTURING A LITERATURE CURRICULUM AS WELL AS SPECIFIC TEACHING UNITS DESIGNED TO DEVELOP THE STUDENTS' PERCEPTION OF VARIOUS CONCEPTS OF MAN AND TO TEACH THEM TO INDEPENDENTLY ANALYZE LITERATURE. UNITS ARE (1) "MAN AND HIS PHYSICAL ENVIRONMENT," GRADE 7, (2) "JUSTICE," GRADE 7, (3) "COURAGE," TWO GRADE 7 UNITS (AVERAGE AND HONORS), (4) "COMING OF AGE," GRADE 8, (5) "CHARACTERIZATION," GRADE 8, AND (6) "MAN AND CULTURE," GRADE 9. EACH UNIT CONTAINS (1) A BRIEF OVERVIEW, (2) SPECIFIC LESSON PLANS (INCLUDING INDUCTIVE QUESTIONS, LANGUAGE EXERCISES, AND CREATIVE WRITING ASSIGNMENTS BASED ON REQUIRED READING MATERIALS), (3) STUDY GUIDES THAT STUDENTS ARE ENCOURAGED TO USE IN SMALL-GROUP DISCUSSIONS, AND (4) BIBLIOGRAPHIES OF POEMS, PLAYS, PROSE SELECTIONS, AUDIOVISUAL MATERIALS, AND WORKBOOKS. COPIES OF THE SEVEN UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50 PER UNIT. (JB)
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- 2024
3. Encouraging Transformative and Creative Learning in Adult Literacy Education through Artistic Literacies
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Karen Magro
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Artistic Literacies (AL) can be a catalyst to creative, imaginative, and potentially, transformative learning (Blackburn Miller, 2020). Artistic literacy texts include storytelling, creative writing, popular theatre, music, dance, poetry, fiction, or memoir, and visual art. Creative possibilities for diverse adult literacy learners can open when artistic literacies are integrated across the disciplines. This paper will highlight the way that transformative learning theory can enrich our understanding of artistic literacies and adult learning processes. Connections to transcultural literacies, affective (emotional and social) literacies, and environmental literacies within the context of adult literacy education will be explored. Visual art is used to highlight key dimensions of transformative learning and multimodal literacies. In multimodal learning, written-linguistic modes of expression interact with oral, visual, audio, gestural, tactile and spatial patterns of meaning (Kalantzis and Cope, 2012). For example, visual literacies can encourage the exploration, analysis, interpretation, and expression of artistic forms that include painting, sculpture, collage, photography, graffiti art, mobile art installations, protest art, and film. Transformative learning and multimodal learning disrupt singular conceptions of literacy to enable multiple entry points (e.g., aesthetic, narrational, experiential, intrapersonal, etc.) for creative learning and multimodal literacy development.
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- 2024
4. Sense of Gloominess and Despair in Edgar Allan Poe's Selected Poems: Textual and Analytical Approaches
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Mariwan Hasan, Rayan Karim, and Sara Muhsin
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Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.
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- 2024
5. Inclusion, Diversity and Innovation in Translation Education. Literature and Translation
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Alejandro Bolaños García-Escribano, Mazal Oaknín, Alejandro Bolaños García-Escribano, and Mazal Oaknín
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Through examples of literary and audiovisual translation teaching practices, "Inclusion, Diversity and Innovation in Translation Education" places a novel emphasis on equality, diversity and inclusion (EDI) synergising the latest research advancements in EDI and translation curricula. The contributors revisit how languages and translation are currently taught and explore the relevance of EDI values from an interdisciplinary perspective. The chapters contain proposals of best teaching practices and teacher training guidance alongside examples of research-led teaching scenarios. There is a twofold rationale behind this volume: firstly, identifying links between literary and audiovisual translation teaching practices, which often demand great creativity inside and outside the classroom; and, secondly, placing greater emphasis on EDI-focused methods and themes. Following this approach, readers are invited to consider pressing societal issues such as (media) accessibility, intersectionality, LGBTQI+ and race, among others, and to embed them in their language and translation teaching practices.
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- 2024
6. Literature and Second Language Vocabulary Learning: The Role of Text Type and Teaching Approach
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Suzanne Graham, Pengchong Zhang, Julia Hofweber, Linda Fisher, and Heike Krüsemann
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This study considers the relative benefits for vocabulary learning of exposure to two types of texts--literary or nonliterary--used with two teaching approaches. These approaches were termed "functional and creative", respectively. In the former, learners' attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners' personal and emotional response, by drawing their attention to the text's emotional content and how language was used to express meaning. We analyzed data from 160 learners of French in eight schools in England. Learners in four schools studied French poems and those in another four studied French factual texts. Teachers in each text condition employed functional and creative methods of exploitation within a counterbalanced design. We assessed two types of vocabulary knowledge at pre- and posttest: meaning recall of vocabulary contained in the texts, and learners' general vocabulary size. Our results indicated learning gains across both text types. There were, however, important interactions between text type and teaching approach and between text type and the order in which the teaching approaches were used. Finally, we consider the implications of these findings for understanding of vocabulary learning through literature and for classroom practice.
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- 2024
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7. CLIL and Critical Thinking through Literature: Activities on Poems about Argentina's Military Dictatorship
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Baudi, Ileana Soledad, García, Erica Sabrina, and Moyano, Naiara Carolina
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Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students' critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina's military dictatorship (1976-1983).
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- 2023
8. Re-Orienting Rhetorical Theory in an Asian American Rhetorics Seminar
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Sano-Franchini, Jennifer
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Asian American Rhetoric and Representation was a graduate-level course taught at Virginia Tech in 2019. The course overviewed disciplinary conversations and concerns in and around Asian American rhetorical studies over time, with a focus on the affordances of Asian American rhetorical theory for the study of rhetoric and writing more broadly. Understanding that established disciplinary and formal/genre divisions within academia are often the result of Eurowestern canonical and institutional histories, the course included readings from varied fields. Jennifer Sano-Franchini and her students e discussed academic scholarship in ancient and contemporary rhetoric and writing studies, Asian American studies, Asian American literature, and Asian philosophy alongside literary and artistic works. In addition, students dialogued with virtual guest speakers in the field. This article describes the course and reflects of what Asian American rhetoric can contribute to the study of rhetoric and writing.
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- 2023
9. Discovering the Educational Power of Literature: Coluccio Salutati and Motoori Norinaga
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Kato, Morimichi
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Today, teaching literature has an established place within the school and university curricula in Western and East Asian countries. This seems so natural that we take the educational role of literature for granted. However, history teaches us that elevating literature to an academic subject required a defense of literature against the critical voices raised by philosophy and religion. This criticism was centered on the moral value of literature. This paper explores two prominent defenders of literature in the West and the East: Coluccio Salutati (1332-1406) and Motoori Norinaga (1730-1801). Salutati defended the educational significance of ancient poetry against the criticism from Scholasticism, while Norinaga defended "The Tale of Genji" against the criticism from Buddhism and Confucianism. The paper consists of two parts. The first part is dedicated to the analysis of the arguments deployed by Salutati and Norinaga in defense of literature. Whereas Salutati insists on the philosophical nature of poetry as allegory, Norinaga sees the educational significance of "The Tale of Genji" in teaching of "mono no aware." The second part digs deeper and reveals the respective horizon of each position as the tradition of philosophy and the tradition of waka poetry.
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- 2022
10. Scholars and Educational Positions under Criticism and Praise in the Medieval Islamic Era
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Mahamid, Hatim Muhammad and Al-Haija, Younis Fareed Abu
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This research focuses on criticism and praise in Arabic literature, history and poetry towards those in charge of the scientific movement in the Medieval Era. The research method was theoretical and qualitative. Many poets and scholars praised the rulers and sultans who established mosques and other educational institutions (madrasa-s) based on endowments, which had a role in sciences, intellectual and religious renaissance. They were subject to criticism or praise for their work or the educational role they followed. The topics of praise to the ulama centered on, their diligence and dissemination of science, as well as of their behavior and moral manners. On the other hand, the criticism of poetry centered on the mistakes of some scholars, their scientific stances in religious matters and criticizing scholars of the sultans for their attitudes in serving the rulers. Poets were also interested in criticizing scholars (ulama) who moved away from the path of morality, virtue, and shari'a, and who lead the teaching without qualification or mismanagement of the educational process; and therefore do not preserve the rules of morality in lessons, education or discussions, and their lack of good morals towards students.
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- 2021
11. Resisting Borders: Transnational Cartographies in US Latinx Studies
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García-Avello, Macarena
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This article examines the evolution of the borderlands as an organizing trope by focusing on how the transcendence beyond cultural nationalist perspectives traces the shift from Chicano/a to Latinx discourses. In order to address this issue, I will analyse two twenty-first-century Latinx texts that delve into the intricate ways in which transnational forces collide with economic, cultural and political processes that persistently revolve around the framework of the nation-state: Alicia Gaspar de Alba's "Desert Blood: The Juarez Murders" (2005) and Maya Chinchilla's "The Cha Cha Files: A Chapina Poética" (2014). The corpus of works selected will focus on the political readings derived from textual negotiation with a changing political, social and economic reality. This results in constant tensions between globalising processes, worldwide interconnectedness and transnational interactions, on the one hand, and the regulatory power of the state, on the other.
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- 2021
12. Chasing New Worlds: Stories of Roleplaying in Classroom Spaces
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Jones, Karis, Storm, Scott, Castillo, Jennifer, and Karbachinskiy, Sasha
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We explore our experiences with roleplaying games across learning environments, chasing communal questions such as: how can teachers engage with the possibilities of roleplaying in classroom spaces, and how can we leverage such practices to open up spaces for youth to bodily experience texts, express identities, and imagine new worlds? This article explores roleplaying across contexts--in school, after school, in teacher education, and in K-12 settings. The authors reflect on our experiences using humanizing methods to critically investigate roleplaying with youth.
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- 2021
13. Literature in Language Learning: New Approaches
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Research-publishing.net (France), Almeida, Ana Bela, Bavendiek, Ulrike, Biasini, Rosalba, Almeida, Ana Bela, Bavendiek, Ulrike, Biasini, Rosalba, and Research-publishing.net (France)
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Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
14. 'Oh No, the Poem Is in Malay': Examining Student Responses to Linguistic Diversity in Two Multicultural Asian Classrooms
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Dominic, Nah
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Hitherto, student responses to ethically oriented pedagogies in Literature classrooms have rarely been studied in non-western, multicultural contexts, and often assume monolingual text selections in English. As an Outer Circle English-using society, Singapore presents a multicultural Asian context worth studying where students connect aesthetic analysis with ethical issues. In this paper, I extend theorisations of ethical criticism concerned with constructing ethical meaning to interpretive discourse in classroom settings. I draw upon Derek Attridge's notion of responsible readings to examine students' responses to linguistic diversity in two multicultural Asian Secondary Four (Grade 10 equivalent) Literature classes from a co-designed unit on race and identity in Singapore in a larger study. Focusing on their translingual dispositions, I analyse how students express receptive and resistant responses in comparing three English translations of the Malay poem 'Di Tengah Alam' by Hadijah Rahmat, when minority-race students are linguistically privileged and majority-race students are linguistically disadvantaged.
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- 2023
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15. Using Learner-Generated Poetry to Help Students Understand Technical Scientific Literature
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Adam A. Ahlers and Traci Brimhall
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Undergraduate students enrolled in ecology courses read peer-reviewed, scientific literature to learn how hypotheses are tested and to understand conclusions from research. This technical material can be difficult to understand for many students, thus inhibiting learning processes and reducing interest in courses or associated content. Using creative methods to teach science-based material can improve student-learning outcomes, though students' perceptions on learning have not been fully evaluated. We qualitatively compared changes in students' perceived understanding of peer-reviewed literature before and after poetry writing assignments. Students were asked to read a randomly assigned peer-reviewed paper focused on waterfowl and/or wetland management and rate their understanding of the (1) results and conclusions and (2) management implications from research described in the paper. We then asked students to read another randomly assigned paper, complete two poems (one haiku and one villanelle) about the paper, and then again rate their understanding of both metrics. With our small sample, we found students rated their perceived understanding of peer-reviewed literature higher after creating student-generated poetry, and they generally appreciated the assignment. Our qualitative results underscore potential merits of incorporating poetry into science learning, and we provide testable hypotheses to further our understanding of how integrating poetry into science-based courses may enhance student learning.
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- 2023
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16. Evaluating the Use of Modern Indonesian Literary History Textbook (Poetry in East Java) in Teaching Literary History Course
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Sutrimah, Winarni, Retno, Wardani, Nugraheni Eko, and Ngadiso
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This study aimed at (1) revealing the lecturers and students' perception on the use of modern Indonesian literary history textbook in teaching Literary History course; and (2) evaluating the effectiveness of modern Indonesian literary history textbook in teaching Literary History course. This study combines evaluative descriptive research designs and experimental design with a mixed method approach to evaluate the history of modern Indonesian literary history textbooks in private universities in East Java, Indonesia. The data collection were carried out through documentation, observation, interviews, and test. Before the instruments were used, the validity and reliability tests were employed. The sampling technique used for the interview was purposive sampling. While for choosing the experimental and control group from each university, the sampling technique used was cluster random sampling. Since there were qualitative and quantitative data, the qualitative data were analysed descriptively and the quantitative data were analysed by using t-test. The results reveal that both the lecturers and the students from each university responded positively towards the use of modern Indonesian literary history textbook in teaching Literary History course.
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- 2019
17. Outdated Humanism and Literary Authority as Threats to the Popularity of Ahmad Shamlu's Poetry
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Rezvani, Saeid
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Shamlu belongs to the few poets of the modern Persian poetry, who can be called neoclassical, namely, those whose work has a distinctive character and who are influential in the history of modern Persian literature. These special characteristics of Shamlu's poetic features together with his socio-cultural and political vision as manifested in his poems had excessively allowed for his oeuvre to be popularized, forming a large crowd of admirers who even tried to mythologize his character and art. Shamlu's enthusiastic admirers, moreover, insist that his poetry is everlasting and even immortal. This article claims that critics should not function as judges of history, declaring a contemporary work of art as an immortal artefact. To this light, the article will argue that Shamlu's innovation in poetry is not just linguistic, but rather an element that signifies his intellectual superiority. Moreover, the article examines two characteristics of Shamlu's poetry, which could probably endanger the popularity of his poems with future generations. It, therefore, first explores the authoritative position of the poet vis-à-vis his audience; and then examines the special relationship of humans with nature.
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- 2019
18. Threshold Concepts in Literary Studies
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Corrigan, Paul T.
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This essay proposes a series of "threshold concepts" for literary studies: "text", "meaning", "context", "form", and "reading". Each term carries both commonsense understandings and disciplinary understandings, which differ from each other drastically. The disciplinary understandings entail far "more" than the commonsense ones. Unless such differences are named and explained clearly, unacknowledged commonsense understandings may hinder students' ability to learn equally unacknowledged disciplinary understandings. The naming and describing of such contrasting sets of understandings and of the differences between them is an act of disciplinary introspection-a scholarly and pedagogical act vital for understanding and teaching any complex body of knowledge. In addition to proposing threshold concepts for literary studies specifically, then, this essay encourages and offers a model for teacher scholars in any discipline to undertake the same disciplinary work of mapping out where we stand, where our students stand, and what difficulties lie between.
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- 2019
19. Deepening Students' Reading, Responding, and Reflecting on Multicultural Literature: It All Started with 'Brown Girl Dreaming'
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Bedard, Carol and Fuhrken, Charles
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The use of multicultural literature in the English classroom is important because students need to see themselves reflected on the page as well as need windows into their peers' experiences that are unlike their own. Teachers in middle school classrooms have the potential to positively influence students' ability to engage and connect with multicultural literature. In this article, the authors describe the instructional sequence and literacy experiences offered to seventh-grade students as they read, responded to, and reflected on Jacqueline Woodson's novel-in-verse "Brown Girl Dreaming." Specifically, the varied literacy opportunities included reading and annotating "Brown Girl Dreaming;" using imitation to teach poetry; engaging in Read-Talk-Write; building background knowledge through allusion research and writing; creating an allusion-inspired poem; experiencing the "Brown Girl Dreaming" Gallery Walk; and writing reflections.
- Published
- 2019
20. Globalizing Literature: Creating World Travelers in Undergraduate English Courses
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Counts, Monika
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The lack of geographic knowledge and cultural dynamics should not surprise educators. Geography is no longer required as a separate discipline in many school districts and indeed often is dropped from the curriculum after elementary school where it is studied on a limited scale--usually in the third and fourth grades. Few students have the ability to retain the knowledge acquired in these initial years of schooling if the basic concepts are not reviewed or studied beyond that stage. This article examines the inclusion of world geography and culture in a number of classes in different disciplines that would begin to impact the global literacy of the nation.
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- 2019
21. Generating, Weaving and Curating: Disciplinary Processes for Reading Literary Text
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Reynolds, Todd, Rush, Leslie S., Holschuh, Jodi Patrick, and Lampi, Jodi P.
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Purpose: The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach: The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings: This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants' strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Practical implications: The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves. Originality/value: The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways.
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- 2022
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22. The Newbolt Report and Reading Aloud: An Overview of the Emergence and Subsequent Development of a Poetry Pedagogy
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Alexander, Joy
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While speaking, reading and writing are identified in the Newbolt Report as components of English and are still acknowledged as such one hundred years later, Reading Aloud, which the Report ranks alongside them, is no longer accorded any prominence. The Newbolt Report connects Reading Aloud with literature and announces it as a method of interpretation, though this is not elaborated as a pedagogic practice. This article examines how a Reading Aloud methodology evolved and was articulated in theory and practice, first in government guidance and then in influential books about English teaching. During this process a methodology emerged in which a focus on voicing and hearing a poem was a means to interpreting and understanding the poem and ultimately to an ideal reading of it. Reasons are suggested why attention shifted away from this practical methodology whereby familiarity with reading poems aloud gives more confident access to understanding and appreciation.
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- 2022
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23. William Carlos Williams' 'The Young Housewife': A Postcritical Reading vis-à-vis Shel Silverstein's 'The Giving Tree'
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Norton, Sue
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Using the framework of Rita Felski in her 2015 book "The Limits of Critique," this essay offers a postcritical analysis of William Carlos Williams' 1915 poem "The Young Housewife." Its intention is to show how Williams' poem or any poem can be approached through a variety of critical lenses, but that these may get in the way of more immediate, rewarding ways of reading. Shel Silverstein's well-known 1964 short book "The Giving Tree" is similar at the level of "plot" to "The Young Housewife." Taken in tandem, these two texts neatly exemplify the value of postcritical/non-resistant reading.
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- 2022
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24. Building up Jerusalem in the Classroom: William Blake and Writing Pedagogy
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Leporati, Matthew
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William Blake's poetry seeks to inspire readers to participate in the construction of an intellectual community that he calls "Jerusalem." This process remains ever incomplete and is, in a sense, incompletable, for the work of producing such a community involves "continually building & continually decaying" ("Jerusalem" 53:19, E203). Yet college classes (especially composition and literature courses) can provide the space to foster such community, as instructors aid their students in manifesting this ideal both within and beyond the classroom. Blake's poetry -- especially his final epics -- reveals various pedagogical strategies that are useful for encouraging students to "build up Jerusalem" by improving the quality of their thinking and writing. This article examines some of those strategies, highlighting where Blake illustrates them and demonstrating how college instructors can employ them to prompt students to develop as thinkers, writers, and participants in what Blake calls "Mental Fight." These strategies include guiding students in increasing the specificity of their thought, modeling for them effective habits that they can adopt in their writing, and encouraging them to escape their own subjective vantage points in order to engage in a dynamic exchange of ideas with others. The author draws anecdotes and examples from his experience teaching the freshman requirement Writing in Context I & II at the College of Mount Saint Vincent in New York City. A two-semester course centered around close reading literary texts as a basis for critical writing, this class allows instructors to tailor the syllabus to their own interests and student needs.
- Published
- 2018
25. Shakespeare in Three Languages Reading and Analyzing Sonnet 130 and Its Translations in Light of Semiotics
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Kasar, Sündüz and Tuna, Didem
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Among the literary genres, poetry is the one that resists translation the most. Creating a new and innovative language that breaks the usual rules of the standard language with brand-new uses and meanings is probably one of the most important goals of the poet. Poetry challenges the translator to capture not only original images, exceptional symbolism, and subjective connotations but also its musicality, rhythm, and measure. Faced with this revolutionary use of language, the translator needs a guide so as to not get lost in the labyrinths of the poetic universe. The universe of sound and meaning unique to each language and the incompatibility of these languages with each other makes the duty of the translator seem impossible. At this point, semiotics may function as a guide, opening up the mysteries of the universe built by the poet and giving clues as to how it can be conveyed in the target language. This allows us to suggest the cooperation of semiotics and translation. From this perspective, we aim to present a case study that exemplifies this cooperation. Our corpus comprises Shakespeare's sonnet 130 and its Turkish and French translations. The study treats the translator as the receiver of the source text and the producer of the target text in the light of the "Theory of Instances of Enunciation" propounded by Jean-Claude Coquet. Further, through the "Systematics of Designificative Tendencies" propounded by Sündüz Öztürk Kasar, the study compares the translators' creations to the original sonnet to see the extent to which the balance of the original text's meaning and form is preserved in the translations and how skillfully and competently the signs that constitute the universe of meaning are transmitted in the target languages. [This study was presented under the title "Translating Poetry in the Light of Semiotics"at the X. European Conference on Social and Behavioral Sciences (Sarajevo, May 19-22, 2016.)]
- Published
- 2017
26. Literary Imagination and Professional Knowledge: Using Literature in Teacher Education
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McLaughlin, Jeff and McLaughlin, Jeff
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"Literary Imagination and Professional Knowledge: Using Literature in Teacher Education" establishes a foundation for expanding the use of literature in teacher education curricula. The contributors to this collection have a wide variety of education and experience, thus bringing a richness to the content of the volume. Literature can be a valuable means for illuminating subject matter in college courses focused on educational psychology, educational foundations, human development, educational assessment, and other areas critical to the development of future teachers. When literary excerpts are incorporated into the presentation of content, the resulting connections can serve to enhance--in both quality and scope--student understanding and classroom discussions. This book is intended to provide specific suggestions and outlines for incorporating literature (e.g., fiction, poetry, and narrative) in teacher education courses. A variety of genres, historical contexts, and specific applications are represented. Among the literary works highlighted are Great Expectations by Charles Dickens, Milton's "Paradise Lost," "Brave New World" by Aldous Huxley, Homer's "Odyssey," Dante's "Inferno," "The Sum of Our Days" by Isabel Allende, the Gilgamesh legend, the poetry of Jason Reynolds, the writings and artwork of William Blake, and classic folk and fairy tales. They are used as frameworks for introducing or exemplifying concepts typically covered in teacher education curricula. One chapter also describes a research investigation into the effects of using literature on pre-service teachers' beliefs and attitudes about cultural diversity.
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- 2023
27. Discovering Hip-Hop: A Case for Bringing 'Hamilton' into Students' Lives
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Collins, Kate O'Brien
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In this article, Kate Collins begins by explaining how she discovered that "Hamilton: An American Musical," a Broadway show that incorporates a mix of musical genres: hip-hop, jazz, classic show tunes, and show-stopper numbers based on the life of Alexander Hamilton, could be brought into her teaching as a rich resource for her high school American literature classes. She provides an outline of what she named The "Hamilton" Listening Project in action, highlights key elements that make hip-hop music useful in teaching elements of poetry, and recommends using hip-hop to open the door to conversations about racial justice and antiracism in today's America. Overall, she makes the case that by including hip-hop music in English Language Arts (ELA) teaching, educators can make portions of American literature more engaging through the Listening Project unit she designed, and also energize both the teaching of poetry and conversations about topics such as diversity, history, race, and silences with their students.
- Published
- 2021
28. Ships in Russian Literature: Folklore Aesthetics
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Dudareva, Marianna A., Pogukaeva, Anna V., Polyantseva, Evgeniya A., and Karpova, Yulia V.
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The paper studies a genesis of the ship image in the Russian literature and folklore, an idea of "other kingdom" in the Russian literature poetics of the 19-20 centuries. An emphasis is put on the issues related to the metaphor of a ship, a boat in the artistic world of Lermontov, Turgenev, Dostoevsky and in the poetry of the early 20th century. A paradigm "the Moon -- boat" is studied in detail. The image of a boat, which regularly appears in Russian literature, various word-painters' art works, is associated with semantics of funeral ceremonial boat typical for different folk genres. Addressing to riddles about death, to Russian epic tradition, to plots dedicated to Razin demonstrates complexity and significance of the symbol of a boat/ferry/ship for the national culture. This symbol encapsulates the supreme idea of death as cosmic regeneration, character's initiation, which appeared highly sought by Russian literature, both realistic prose and avantgarde and modernism poetry.
- Published
- 2017
29. From Learning Literature to Online Holistic Education: An Investigation of an Online Holistic Environment for College Students
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Chien, Chih-Feng and Liao, Ching-Jung
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This study utilizes the literature education section of an online holistic environment to (1) develop a literature education survey based on Miller's theory of holistic education, (2) explore the effect of students' holistic learning through online literature immersion, and (3) inquire about students' holistic development through literature appreciation. Eight hundred twenty-two college students were involved in the online literature-related activities. With the blending of qualitative and quantitative data collection, the study analyzes online literature and poetry, interactive feedback and reflection, and a survey questionnaire. The study's content analysis (qualitative approach) discovers how students' literature works are distributed into Miller's three principles of holistic education and their extensive subthemes. Confirmatory factor analysis results (quantitative approach) suggest the survey instrument captured e-HO's literature education module's holistic impact. The discussion and limitations for online literature education from a holistic education perspective are also provided to guide future research.
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- 2021
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30. Embracing Sexuality and Gender: Toward Radical Love
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Moore, Mary Elizabeth
- Abstract
The path to human wholeness and love requires an embrace of sexuality and gender as powerful forces in human lives. This includes vigorous engagement with the life-giving and life-defying forces of sexual passion as that passion intersects with gendered identities and gendered social structures, thus opening doors for ethical reflection. The essay analyzes sexuality's power and complexity through the intensity of poetry, and it further explores the relationship between sexuality and spirituality in mystical literature. The goal is to identify pathways to celebrate sexuality, reflect and act ethically, and live into the promise of radical love.
- Published
- 2021
- Full Text
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31. What Is Literature? A Critical Anthology
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Robson, Mark and Robson, Mark
- Abstract
"What is Literature? A Critical Anthology" explores the most fundamental question in literary studies. 'What is literature?' is the name of a problem that emerges with the idea of literature in European modernity. This volume offers a cross-section of modern literary theory and reflects on the history of thinking about literature as a specific form. "What is Literature?" reveals how ideas of the literary draw on the foundations of Western thought in ancient Greece and Rome, charting the emergence of modern literature in the eighteenth century, and including selections from the present state of the art. The anthology includes the work of leading writers and critics of the last two thousand years including Plato, Henry James, Virginia Woolf, Edward Said, Gayatri Chakravorty Spivak, Jacques Rancière, and many others. The book is an insightful examination of the nature of literature, its meanings and values, functions and forms, provocations and mysteries. "What is Literature?" brings together in one volume influential and intriguing essays that show our enduring fascination with the idea of literature. This important guide: (1) Contains a broad selection of the most significant texts on the topic of literature; (2) Includes leading writers from ancient times to the most recent thinkers on literature and criticism; and (3) Encourages readers to reflect on the varied meanings of "literature." "What is Literature? A Critical Anthology" is a unique collection of texts that will appeal to every student and scholar of literature and literary criticism in the European tradition. This book contains the following chapters: (1) Hamburg Dramaturgy (1769) (G. E. Lessing); (2) Of the Standard of Taste (1777) (David Hume); (3) Critique of Judgment (1790) (Immanuel Kant); (4) On the Aesthetic Education of Man (1795) (Friedrich Schiller); (5) On the Study of Greek Poetry (1797) and Philosophical Fragments (1798-1800) (Friedrich Schlegel); (6) Lectures on Dramatic Art (1811) (A. W. Schlegel); (7) Preface to Lyrical Ballads, with Pastoral and Other Poems (1802) (William Wordsworth); (8) Biographia Literaria (1817) (Samuel Taylor Coleridge); (9) Aesthetics: Lectures on Fine Art (1835) (G. W. F. Hegel); (10) The Function of Criticism at the Present Time (1864) (Matthew Arnold); (11) The Birth of Tragedy (1872) (Friedrich Nietzsche); (12) The Art of Fiction (1884) (Henry James); (13) Crisis of Verse (1897) (Stéphane Mallarmé); (14) Art as Technique (1917) (Viktor Shklovsky); (15) The Uncanny (1919) (Sigmund Freud); (16) Tradition and the Individual Talent (1919) and The Function of Criticism (1923) (T. S. Eliot); (17) A Room of One's Own (1929) (Virginia Woolf); (18) The Storyteller (1936): Reflections on the Works of Nikolai Leskov (Walter Benjamin); (19) Pierre Menard, Author of the "Quixote" (Jorge Luis Borges); (20) What is Literature? (1948) (Jean-Paul Sartre); (21) Literature and the Right to Death (1948) (Maurice Blanchot); (22) Language (1950) (Martin Heidegger); (23) Trying to Understand "Endgame" (1958) (Theodor W. Adorno); (24) The Meridian (1960) (Paul Celan); (25) What is an Author? (1969) (Michel Foucault); (26) Sorties: Out and Out: Attacks/Ways Out/Forays (1975) (Hélène Cixous); (27) What is a Minor Literature? (1975) (Gilles Deleuze and Félix Guattari); (28) Literature and Life (1993) (Gilles Deleuze); (29) The Literary Absolute (1978) (Philippe Lacoue-Labarthe and Jean-Luc Nancy); (30) Orientalism (1978) (Edward W. Said); (31) Autobiography as De-facement (1979) (Paul de Man); (32) Che cos'è la poesia? (1988) and Before the Law (1982) (Jacques Derrida); (33) Signs Taken for Wonders (1986): Questions of Ambivalence and Authority under a Tree Outside Delhi, May 1817 (Homi K. Bhabha); (34) What is the History of Literature? (1997) (Stephen Greenblatt); (35) A Critique of Postcolonial Reason (1999) (Gayatri Chakravorty Spivak); (36) Literature for the Planet (2001) (Wai Chee Dimock); (37) The Politics of Literature (2003) (Jacques Rancière); and (38) Close Reading in an Age of Global Writing (2013) (Rebecca L. Walkowitz).
- Published
- 2020
32. Literature and Critical Literacy Pedagogy in the EFL Classroom: Towards a Model of Teaching Critical Thinking Skills
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Bobkina, Jelena and Stefanova, Svetlana
- Abstract
Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader's response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem "If" by Rudyard Kipling.
- Published
- 2016
33. Adapting a MOOC for Research: Lessons Learned from the First Presentation of 'Literature and Mental Health: Reading for Wellbeing'
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Hodge, Rachael
- Abstract
The University of Warwick's FutureLearn MOOC "Literature and Mental Health: Reading for Wellbeing," which began its first presentation February 2016, was identified as an opportunity to conduct some research into the course subject area, "reading for wellbeing" or "bibliotherapy". Since 2013, a substantial body of literature has emerged in the field of MOOC-related research, with the MOOC becoming both the subject of and vehicle for research. The research approach adopted in "Literature and Mental Health" was influenced by other, recent research studies conducted within MOOCs, and particularly by the first presentation of Monash University's "Mindfulness for Wellbeing and Peak Performance" FutureLearn MOOC, which distributed a stress survey to its learners in the first and final weeks of the course, to assess the efficacy of the course's mindfulness practices. A number of reasons for trialling the use of this MOOC as a research tool were identified at the project's outset. MOOCs give researchers access to large numbers of possible research participants, making MOOC research an attractive prospect, while the opportunity to gather valuable, potentially publishable data from free online courses may help to justify the time and resources expended during the production of new MOOCs. Several additional benefits of in-MOOC research were discovered during the process, including the potential for research activities to enrich the learner experience. However, a number of challenges and limitations were also encountered during the development of the study; the inevitable self-selection bias among MOOC learners, and the difficulty of establishing a control group within the MOOC activities, posed impediments to the gathering of useful, publishable data. Although we were aware of other MOOCs which had been used as vehicles for research, the process of adapting "Literature and Mental Health" for this research study was nonetheless an illuminating and instructive experience. The purpose of this paper is to reflect on that experience, and to consider the lessons learned during the process which may be useful in informing future research studies conducted via Massive Open Online Courses.
- Published
- 2016
34. English Education and the Teaching of Literature
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Buchanan, Jeffrey M.
- Abstract
This article discusses ways literature is taught at the university. It describes a gap in the way English is often taught in literature programs and the way future teachers are taught to teach English to secondary students. It argues for teaching literature in ways that might be good for majors in both fields, ways that support the work valued by each sub-discipline.
- Published
- 2016
35. 'Teach Me How to Work and Keep Me Kind': A Meditation on Literature in High School
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Riener, Joseph F.
- Abstract
A liberal arts education can teach young people the habits of mind to enable them to thoughtfully consider how they want to spend their lives. It can also establish the connection between one's self and others, what we call empathy. With insight and understanding, the liberal arts can teach students that education is a matter of the head and the heart, of work and kindness. Literature aids the journey to compassion. In this article, the author describes how he used poems, short stories, novels, and plays to expose students in his AP English classes to a variety of ideas, issues, and feelings. He wanted them to ponder the complexity of human emotion and what constitutes a good life. The work his students undertook in his classroom, the important conversations they had with him and with each other, illustrates the possibilities and benefits of a liberal arts education.
- Published
- 2016
36. Twenty Years behind Bars: Reading Aloud in Prison Reading Groups
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Hartley, Jenny
- Abstract
This article describes some of the methodology, practice and effect of reading groups run by Prison Reading Groups (PRG), which currently operates in 60 prisons across the UK, and is supported by the charity Give A Book. Groups choose what they want to read together and how they will read it. Reading aloud can aid literacy as well as being a force for collaboration and pleasure. Poetry can thrive in this environment, despite initial wariness, and Shakespeare has found some new and enthusiastic readers.
- Published
- 2020
- Full Text
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37. Resurrecting the 'Black Archives': Revisiting Benedict Wallet Vilakazi with a Focus on the Utility and Meaning of African Languages and Literatures in Higher Education
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Zondi, Nompumelelo B.
- Abstract
Although viewed (and dismissed) by many as primarily a tool for communication, language (and literature) cannot be understood only in relation to "what" it communicates. A study of "how" it is shaped uncovers the social forces that provide its broad and complex template in the acts of reading and writing. This article focuses on the utility and meaning of African languages and literatures in higher education, with Benedict Wallet Vilakazi's (1906-1947) poetry at the centre. It argues how, by resurrecting "black archives," in this article epitomised by revisiting the work of one iconic writer and scholar, Vilakazi, we could give further impetus to the prospect of intellectual efforts in African languages. In this context, the article upholds the value and meaning of this scholar while offering perspectives on the saliency of his work for "inter alia" the meanings and location of African languages and literatures with regard to epistemic diversity, the "transformation" of curricula, tradition versus modernity, gender, the meaning of identity, and the broader humanist project. In essence, therefore, the article suggests that in an academic context, African languages and literatures require a serious engagement with the "implied reader," "the native subject" and consequently necessitates greater troubling, unsettling in the way we teach, the way we write, and the way we read. It suggests that acts of rereading (albeit preliminary) are an important intervention in the project of the intellectualisation of our discipline.
- Published
- 2020
38. Dismantling Winning Stories: Lessons from Applying Critical Literature Pedagogy to 'The Odyssey'
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Steiss, Jacob
- Abstract
In teaching canonical literature, presuming a text's merit and infallibility can inhibit the development of critical thought and may transmit values that are not socially and politically just. The author describes how educators can promote academic literacy and critical consciousness in their students through pedagogy that helps students critically analyze canonical texts, specifically the ancient Greek epic poem "The Odyssey" by Homer. By implementing critical literature pedagogy, students can deconstruct problematic ideologies embedded in "The Odyssey," such as the text's promotion of patriarchy, violence against women, and sexual double standards. Using scholarship and examples of lessons and student work from an all-male high school English classroom, the author demonstrates strategies that allow students to identify and disrupt dominant narratives that try to shape their actions and thoughts, and instead construct counternarratives that are more sociopolitically just and inclusive of perspectives marginalized or absent from the canon.
- Published
- 2020
- Full Text
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39. Physical Poetry: Using Japanese But?¯ in an EFL Poetry Performance Project
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Dobkowska, Sylwia and Kuckelman, Meghan
- Abstract
This paper presents the results of an interdisciplinary project in which English poetry and performance studies were integrated into a poetry performance project for EFL students in a language education programme at a Japanese university. The project used the theories and methods of But?¯, a contemporary Japanese form of dance and visual art, to guide students through the process of interpretation, journaling, rehearsal, and performance. In Notational But?¯ practice, performers begin with a piece of literary or visual art, observe the images that stand out most to the performer, make notes about those images' qualities in a journal, and then reflect on the movement. Our students followed a similar process, accompanied with vocal work, as they memorised excerpts from English poetry. We found that the project helped students create personal connections with the literature and more fully integrate foreign culture experiences into their identity as Japanese speakers of English.
- Published
- 2020
- Full Text
- View/download PDF
40. Creating a Literary-Linguistic Atmosphere: Norwegian Nynorsk Literary Traditions as Inspiring Productions for Children and Youth
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Sandsmark, Per Magnus Finnanger
- Abstract
The literary museum tradition in Norway is dominated by a historical-biographical and site-specific approach to museum education. The Centre for Norwegian Language and Litterature, with its three museum departements, has choosen a different approach. By narrowing literature to patterns, ideas, and emotions and addressing current cultural phenomena, new groups of young audiences can relate to the literature. The museum argues that literary museums can reach new audiences by turning education from a historical-biographical approach to a more intangible literary-linguistic approach. This article discuss the purpose, the location, and the didactic approach of five touring programs. The programs show that if museums leave their sites, and site-specific approach, their potential to create different education and experiences increases. Museum education can be both a cultural experience and a learning resource, and this article argues that the cultural experience can be an important part of the education programs by literary museums.
- Published
- 2020
- Full Text
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41. 'Anything Essential Is Invisible to the Eyes': A Meditation on Love, Loss, and the Deeper Hearted Case for Music Education
- Author
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Sears, Colleen
- Abstract
Music teachers in the United States are grappling with educational policy changes that include Common Core implementation, standardized testing, and new teacher evaluation and certification models. The focus on assessment and measurement in education is set against a global backdrop of violence, xenophobia, political strife, and profound human suffering. These overwhelming and complex dynamics can leave music educators questioning their local, national, and global significance. In an effort to reconnect with the essence of our profession, this multimedia paper/presentation addresses two existential questions for music education. What is at the heart of music teaching? In the end, what is significant about what we do? Using a range of literature and media including Antoine de Saint-Exupéry's "The Little Prince," RadioLab's SPACE broadcast, Parker Palmer's "The Courage to Teach," Elizabeth Alexander's poem "Praise Song for the Day," audio and video recordings from the soundtrack of a sibling relationship, and my own music teaching experiences, this multi-media work examines these existential questions about music education through the lenses of love and loss; challenging future music educators to think about what is significant, big, and lasting in music education at a time when it is easy to feel small, helpless, and overwhelmed. By pondering our role as educators on the largest possible scale, we gain perspective that brings into focus the profound impact that music education can have on our most intimate and cherished relationships.
- Published
- 2019
42. Ecology, Literature and Environmental Education
- Author
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Tsekos, Christos A., Tsekos, Evangelos A., and Christoforidou, Elena I.
- Abstract
The first part of this article refers to the initial attempt to relate Nature to Literature since the age of Hellenistic Alexandria in Egypt. Alexandria was a metropolis of its time with a quite lively character of urban life. Influenced by that character Theocritus was the first to lay the foundations of what is defined as pastoral poetry. In the course of this article and after the significance of contemporary Literature of Ecology is appraised, the results of a research--with regard to the excerpts of both prose and poetry cited in the primary school textbooks in Greece--will be presented. Finally, an educational method is proposed which, we premise, would attribute a more experiential character to Literature for Instruction purposes.
- Published
- 2012
43. Teaching Petrarchan and Anti-Petrarchan Discourses in Early Modern English Lyrics
- Author
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Ribes, Purificación
- Abstract
The aim of the present article is to help students realize that Petrarchism has been an influential source of inspiration for Early Modern English lyrics. Its topics and conventions have lent themselves to a wide variety of appropriations which the present selection of texts for analysis tries to illustrate. A few telling examples from Spenser, Sidney, Donne and Marvell have been chosen where the topic of the lady cast as a valuable treasure is variously addressed. Whereas Spenser's Sonnet 15 of his "Amoretti" conveys the lover's confident hope of its possession in a near marriage, Sidney's Sonnet 37 of "Astrophil and Stella" portrays his frustration at the idea of being robbed of his cherished jewel by a less worthy rival. Donne's "The Sun Rising" extends the image of the valuable treasure to include the lyric I, while removing the traditional Petrarchan opposition between "charitas" and "eros," whereas Marvell's "To his Coy Mistress" inscribes his parody of the Petrarchan topic of the lady as unattainable jewel within the "carpe diem" tradition.
- Published
- 2012
44. H.W. Longfellow: A Poetical-Dwelling Poet of Ecological Wisdom from the Perspective of Eco-Criticism
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Xu, Jingcheng and Nangong, Meifang
- Abstract
Among a minority of Longfellow's studies in China and abroad, there has even scarcely been one made from the perspective of eco-criticism. Eco-criticism aims at exploring the relation between literature and natural environment to find out the ecological wisdom in literary works so as to awaken the ecological consciousness of the contemporaries. Henry Wadsworth Longfellow, a poet concerning much about nature, in his nature poems, shows the value of nature by evoking people's love and care for nature, and makes them reconsider the Man-Nature relationship so as to seek the ecological balance on earth, including that from within the human world. By reading Longfellow in the light of certain eco-ethical ideas, it is not difficult to discover the legacy glittering with ecological wisdom in his poetry. Such wisdom is highly connected with Longfellow's "environmental niche". Nowadays, with the increasing deterioration of the environment, the ecological wisdom implied in Longfellow's poetry is of tremendous significance.
- Published
- 2012
45. Using Literature in Reading English as Second/Foreign Language
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Amer, Aly Anwar
- Abstract
Literature has long been used as a source for reading materials in English as a first language (L1). In recent years, there has been a growing interest in utilizing literature in second language (L2) classrooms. The present article assumes that using literature in L2 reading can have the same effect as in L1. Integrating literature into L2 learning can create a learning environment that will provide comprehensible input and a low affective filter. Literary texts may be used in both extensive and intensive reading. Use of different literary genres is discussed with a special focus on the benefits of using stories. A story map is appended. (Contains 1 figure.)
- Published
- 2012
46. Teaching the Holocaust in the Republic of Germany
- Author
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Ellis, Marsha
- Abstract
The purpose of this paper is to observe the approaches used by educators to facilitate learning about the Holocaust. The examples provided in this paper are one of various approaches that are used by educators teaching in the Federal Republic of Germany. Approaches will be different from country to country, from school to school, and from educator to educator. The paper provides the reader insight on the methods that are being used by the educators of The Federal Republic of Germany to promote the importance of learning and teaching the Holocaust with the use of the arts, literature, music, poetry, history and interviews. This paper will attempt to show the importance of stressing the need for self-evaluation of teaching efforts by all educators. The paper shares with the reader how the role and responsibility of the educator is to teach the learners, through various methods, how to reflect upon and raise questions as to why the Holocaust occurred and how learning about these events could affect the direction of their lives and society. The roles and responsibility of the learners will be discussed to show how the use of reflection and critical thinking about the events can raise questions and provoke discussions on how they may apply the knowledge to the world today in order to prevent a re-occurrence of history. Each topic will attempt to address how learning is facilitated with the use of art, music, literature, history, politics, and education and using the knowledge of the events that occurred in the Holocaust with the use of interviews of the victims/survivors who own it. "The story of the Holocaust is first and foremost a human story. Any discussion of its victims, its perpetrators or those who stood by and watched must attempt to understand the human being involved. The encounter between students and the people who were present in the events of the Holocaust--their daily lives and reality--must serve as the foundation for meaningful educational work." (www1.yadvashem.org/yv/en/education/school/pedagogical_philosophy.asp).
- Published
- 2010
47. Ethical Sentiments and the Role of Literature in the Jurisprudence Seminar
- Author
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Penrod, Lynn
- Abstract
This article focuses on a typical law and literature jurisprudence seminar and the use of literary texts in this type of class to foster the development of "ethical sentiments" in future legal practitioners. While the majority of jurisprudence courses within a standard law curriculum tend to use political theory, philosophical, or socio-cultural approaches to the fundamental questions considered in this type of course (what is justice? what is fairness? what does ethical conduct mean for a lawyer?), this course uses literary texts to foreground basic questions relating to ethics and professional responsibility in the practice of law. Whereas a Professional Responsibility or Professional Ethics course often deal with the precise rules and regulations of a specific jurisdiction's ethical code, the law and literature jurisprudence seminar seeks to broaden the experience of law students through juxtaposing fictional narratives (novels, short stories, plays, poetry) with and ongoing ethical questions future lawyers will undoubtedly face throughout their careers.
- Published
- 2010
48. The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively
- Author
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Sapargul, Destan and Sartor, Valerie
- Abstract
This article describes the Trans-Cultural Comparative Literature Method, an innovative way to use literature to teach advanced English as a Foreign Language (EFL) students. This method originated from the authors' discovery of common themes and points of view as they compared Turkmen and English literary texts. While the method employs activities associated with Communicative Language Teaching (CLT), it also borrows from techniques associated with the Grammar Translation Method (GT) by focusing on grammar, vocabulary, and limited translation exercises during cultural comparisons of literary texts. The authors explain how their method combines GT and CLT techniques in a lesson plan that engages students with activities that compare and contrast themes and cultural aspects found in two literary texts: one text (already translated into English) from the country where EFL is being taught and another from a country where English is spoken.
- Published
- 2010
49. International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1
- Author
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Russell, William Benedict, III
- Abstract
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]
- Published
- 2010
50. Transforming Practices for the High School Classroom. Engaging Research
- Author
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Stewart, Mary Amanda, Hansen-Thomas, Holly, Stewart, Mary Amanda, and Hansen-Thomas, Holly
- Abstract
Discover the ways teachers and researchers apply up-to-date TESOL research to meet both content and language acquisition criteria while also affirming students' cultural knowledge, life experiences, and language abilities. Like the high school grades themselves, the chapters in this volume are organized by academic content area including language arts, social studies, science, and math: (1) Unpack two major factors of teaching high school English learners: students' English proficiency level and their previous educational experiences; (2) Understand the benefits of using guided visualization, graphic organizers, and scaffolding techniques to comprehend complex texts and mathematical lessons; (3) Create a collaborative classroom environment using project-based learning and encouraging dialogue with peers; and (4) Learn how to deliver culturally relevant and creative instruction while supporting English learners in acquiring both academic and social English skills. Titles in the book: (1) Series Editor's Preface (Holly Hansen-Thomas); (2) Introduction (Mandy Stewart and Holly Hansen-Thomas); (3) Approaching Argumentation Playfully in the English Language Arts Classroom (9th-12th grade) (Misty Ferguson); (4) El Cucuy and the Boogeyman: A Multicultural Arts-Based Approach to Poetry (9th grade) (Katie Walker); (5) Translanguaging to Support Reading and Writing Engagement in the English Language Arts Classroom (12th grade) (Seth M. Ross and Mary Amanda Stewart); (6) Breaking Through: Using Authentic Literature to Teach Social Studies (11th grade) (Jacqueline Riley and Patsy Sosa-Sánchez); (7) Picture This! Using Illustrated Books to Support Comprehension of Social Studies Complex Texts (10th-11th grade) (Tamra Dollar, Patricia Flint, and Holly Hansen-Thomas); (8) From Research to Practice: Equipping English Learners with History Literacy Skills (9th grade) (Laura Schall-Leckrone and Debbie Barron); (9) Bilingual Biomes: Revising and Redoing Monolingual Instructional Practices for Multilingual Students (10th grade) (Brian Seilstad, Derek Braun, Somin Kim, and Min-Seok Choi); (10) Transforming Language and Content in Science Learning for Secondary English Learners (9th-12th grade) (Francine M. Johnson, Cynthia Lima, and Jorge Solís); (11) On Shaky Grounds: Teaching Earthquake Science to English Learners Through Guided Visualization (9th grade) (Alandeom W. Oliveira, Luciana de Oliveira, and Carla Meskill); (12) Scaffolding the Language of Mathematics: Multiple Representations of Functions in Algebra (9th grade) (Geraldine Devine and Suzanne Toohey); and (13) Conclusion (Holly Hansen-Thomas and Mandy Stewart).
- Published
- 2019
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