ISBN:
9789460915864
Language:
English
Pages:
Online-Ressource (VI, 234p, digital)
Series Statement:
Pedagogy, Education and Praxis 5
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Education
;
Education
;
Literature Study and teaching
;
Literacy
;
Literacy
Abstract:
Preliminary Material /Piet-Hein van de Ven and Brenton Doecke -- Opening their Teaching up to Scrutiny /Piet-Hein van de ven and Brenton Doecke -- A Conversational Inquiry /Piet-Hein van de ven and Brenton Doecke -- Literary Conversations /Prue Gill and Bella Illesca -- ‘I’ll Never Know What it is Like to be Pregnant’ /Ramon Groenendijk , Mies Pols and Piet-Hein van de ven -- Toward an Understanding of Literature Teaching in Australia /Graham Parr -- Between Dream and Deed /Theo Witte -- If in Doubt, Reach for a Story /Terry Locke -- Reflection on Literature Teaching /Laila Aase -- Texts, Tasks, and Talk /Anthony Petrosky -- Difference in the Classroom /Anne Turvey and John Yandell -- ‘Authenticity was Never Really the Question’ /Mark Howie -- Literature Classrooms and their Limits /Irene Pieper -- Reading the Word and the World /Mary Kooy -- Literary Praxis /Piet-Hein van de ven and Brenton Doecke -- List of Contributors /Piet-Hein van de ven and Brenton Doecke -- Index /Piet-Hein van de ven and Brenton Doecke.
Abstract:
Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary ‘praxis’ that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of ‘praxis’ to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). They step back from a judgmental stance, and try to understand what it means to teach literature in other educational settings than their own. The essays in this collection show the complexities of literature teaching as a form of professional praxis, exploring the intensely reflexive learning in which teachers engage, as they induct their students into reading literary texts, and reflect on the socio-cultural contexts of their work
Description / Table of Contents:
Literary Praxis; TABLE OF CONTENTS; PART 1: COMPARATIVELY SPEAKING; 1. OPENING THEIR TEACHING UP TO SCRUTINY; Acknowledgements; REFERENCES; 2. A CONVERSATIONAL INQUIRY; REFERENCES; PART 2: TEACHING AND REFLECTING; 3. LITERARY CONVERSATIONS: An Australian Classroom; FROM PRUE'S JOURNAL: ON BEING OBSERVED; FROM BELLA'S JOURNAL: THE LENS OF THE OBSERVER; THE FIRST CLASS - PRUE'S VIEW; ENSUING CLASSES; REVIEW OF A REVIEW TASK; ONE STUDENT MAKES SENSE OF THE TASK; DIALOGICAL INQUIRY; A FINAL REFLECTION FROM BELLA; REFERENCES
Description / Table of Contents:
4. 'I'LL NEVER KNOW WHAT IT IS LIKE TO BE PREGNANT': Teaching Literature in a Dutch Secondary SchoolINTRODUCTION; CONTEXT; METHODS; RAMON: OVER INTENTIE EN REALISATIE - ON INTENTION AND REALIZATION; RAMON'S LESSON; RAMON'S REFLECTION; RAMON'S GOALS; MIES: OVER IDENTIFICATIE EN WERELDBEELD - ON IDENTIFICATION AND WORLD VIEW; BLAUW IS BITTER; READER RESPONSE LOGS; THE PLACEMAT METHOD; CONCLUSION; PIET-HEIN: REFLECTING ON REFLECTIONS; RAMON; MIES; CONCLUSION; NOTES; REFERENCES; 5. TOWARD AN UNDERSTANDING OF LITERATURE TEACHING IN AUSTRALIA: Hanging On and Letting Go; INTRODUCTION
Description / Table of Contents:
THE LUXURY OF PROFESSIONAL CONVERSATION?ENCOURAGING EVIDENCE ACROSS THE NATION, AND YET …; AUSTRALIAN LITERATURE TEACHING AS A COLLECTIVE?; NEGOTIATING CHALLENGING POLITICAL AND PROFESSIONAL LANDSCAPES; STUDENT VOICES AND TEACHER INTENTIONS: A CLOSE STUDY OF PRUE'S LITERATURE CLASSROOM; LITERATURE TEACHING IN AUSTRALIA: LOOKING AHEAD; REFERENCES; 6. BETWEEN DREAM AND DEED: Constructive and Destructive Frictions in an Ill-Structured Domain; INTRODUCTION; DUTCH CONTEXT; Dutch Delta; Dutch Canal; LITERARY DEVELOPMENT; CONSTRUCTIVE AND DESTRUCTIVE FRICTIONS; Ramon: Between Theory and Practice
Description / Table of Contents:
CommentsMies: Lessons with a Message; Comments; CONCLUSION; NOTES; REFERENCES; APPENDIX A | FORMAL CURRICULUM THE NETHERLANDS; PART 3: READING AND REREADING; 7. IF IN DOUBT, REACH FOR A STORY; TALKING THE TALK; BRINGING THE AUTHOR BACK TO LIFE; EVOCRITICISM AND THE ESSENCE OF EMPATHY; NOTES; REFERENCES; 8. REFLECTION ON LITERATURE TEACHING: A Norwegian Perspective; INTRODUCTION; LEGITIMIZING LITERATURE IN SCHOOL; WHAT KIND OF KNOWLEDGE IS LITERARY COMPETENCES?; THE DILEMMAS OF RAMON AND MIES; CONTEXTS OF TEACHING LITERATURE; REFERENCES; 9. TEXTS, TASKS, AND TALK
Description / Table of Contents:
SITUATING THESE READINGS & THIS WRITINGTHE PRUE & BELLA VIGNETTE; THE RAMON VIGNETTE; A SITUATING INTERLUDE; THE MIES VIGNETTE; FINALLY; REFERENCES; 10. DIFFERENCE IN THE CLASSROOM: Whose Reading Counts?; ANNE; JOHN; CONCLUSION; NOTES; REFERENCES; 11. 'AUTHENTICITY WAS NEVER REALLY THE QUESTION': Reading, Ethics and the Historical Interruption of Literature Teaching by English; ONE; TWO; THREE; FOUR; FIVE; SIX; SEVEN; CONCLUSION; REFERENCES; 12. LITERATURE CLASSROOMS AND THEIR LIMITS; ESSAYING AN ESSAY; RAMON'S ROUTE THROUGH PRE-ACADEMIC LITERARY EDUCATION
Description / Table of Contents:
MIES' ROUTE TO SOCIALLY ENGAGED READING
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6091-586-4
URL:
Volltext
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