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Global Citizenship Education in Post-Secondary Institutions

Theories, Practices, Policies- Foreword by Indira V. Samarasekera


Edited By Lynette Shultz, Ali A. Abdi and George H. Richardson

Drawing on critical pedagogy, post-colonial analysis, hermeneutic interpretation, and reconceptualist curriculum frameworks, the twenty chapters in this edited collection address, from interrelated perspectives, a gap in the scholarly literature on the theory, practice, and policy of global citizenship and global citizenship education. The book provides readers with analyses and interpretations of the existing state of global citizenship education in post-secondary institutions, and stimulates discussion about the field at a time when there is an intense debate about the current drive to «internationalize» tertiary education and the role global citizenship education should play in that process. International and interdisciplinary in its examination of post-secondary global citizenship education, the book will be useful in courses that focus on policy formation, curriculum development and theorizing in the field.


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13. Teaching Literature in English for Brazilian Undergraduate Students: Challenges and Possibilities Roberto Bezerra da Silva 173


CHAPTER 13 Teaching Literature in English for Brazilian Undergraduate Students: Challenges and Possibilities Roberto Bezerra da Silva This study derives from an ongoing research on teaching literature in English for un- dergraduate students in Brazil, a project whose objective is to investigate challenges and possibilities in this context, which has not been sufficiently probed by academic reflection so far. The research is grounded on data collected from my own praxis as a literature professor, which will be dealt with herein, and interviews with other profes- sors of the same discipline in Brazil, which will be conducted and analyzed in the sub- sequent stages of the research. The data will be discussed in light of the critical literacy perspective, which provides a suitable approach for advancing pedagogical inquiry and experimentation in such courses. This paper concentrates on the analysis and discussion of the data collected from students in my own classes during the first term of 2008 (mid-February through mid- June), and it aims at addressing issues regarding pre-service teachers’ responses to learning and teaching literature. The discussion of such data is meant to provoke a reflection about broader questions, namely: What does it mean to interpret literary texts in English for Brazilian students whose command of the language is still tenta- tive? How can such work become a socially meaningful experience? How can critical literacy take place through literary teaching? Which texts should be used? What kind of classroom interaction suits the critical approach? By defining critical literacy as its...

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