Current Conversations in the Teaching of College-Level Literature
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CONTRIBUTORS:
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JOURNAL:
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YEAR:
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2005
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PUB TYPE:
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Journal Article
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SUBJECT(S):
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Teaching of Literature; pedagogy; Literary Criticism; Education; Teaching expertise
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DISCIPLINE:
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Literature
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HTTP:
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http://www.style.niu.edu
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LANGUAGE:
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English
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PUB ID:
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103-413-697
(Last edited on
2005/03/09 22:53:14 US/Mountain)
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SPONSOR(S):
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ABSTRACT:
In this essay, I will sketch the research in the (mostly college) teaching of imaginative literature in two somewhat different domains: in the familiar area of literary study but also in education research. In a mildly tendentious survey, I cannot be exhaustive -- so much is being published recently, both repetitious and innovative, that keeping up has become a near-impossible task -- but I will include in the final part a few sources not always familiar to many members of a literature department. My aim is to discuss various larger theories of teaching imaginative literature and their strengths and limitations rather than recipes of "how I taught Shakespeare to sophomores" or "two ways of teaching deconstruction to undergraduates." Moreover, my choices have been influenced by more generalized studies of "expertise," and by the still growing body of wrok that discusses the teaching of imaginative literature through the lens of pedagogical expertise. I argue that these expertise studies are both useful and philosophically compatible with good humanistic teaching practices.
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