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Reading the World, the Globe, and the Cosmos

Approaches to Teaching Literature for the Twenty-first Century

Series:

Suzanne S. Choo

This book won the 2014 AESA (American Educational Studies Association) Critics Choice Award.

The purpose of this book is restore the centrality of pedagogy in governing the ways literary texts are received, experienced, and interpreted by students in the classroom. Utilizing a method of pedagogical criticism, it provides an account of core approaches to teaching literature that have emerged across history and the conceptual values informing these approaches. More importantly, Reading the World discusses how these values have been shaped by broader global forces and key movements in the discipline of English Literature. To varying degrees, these approaches are aimed at cultivating a hospitable imagination so that students may more fully engage with multiple others in the world. Given the reality of an increasingly interconnected twenty-first century, literature pedagogy plays a vital role in schools by demonstrating how world, global, and cosmopolitan approaches to teaching literature can facilitate the prioritization of the other, challenge us to think about how we can be accountable to multiple others in the world, and push us to continually problematize the boundaries of our openness towards the other.

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List of Figures .............................................................................................. vii List of Tables ............................................................................................... vii Series Editor’s Foreword ............................................................................... ix Acknowledgments ....................................................................................... xiii Chapter One. Introduction: Toward a Pedagogical Criticism of Literature Education ............................................................................... 1 Reclaiming the Role of Pedagogy in Debates Concerning the Value of Literature Education in the Twenty-First Century ............. 4 Toward a Method of Pedagogical Criticism .......................................... 13 Author’s Situatedness ............................................................................ 28 Organization of the Book ...................................................................... 30 Chapter Two. Nationalistic Approaches to Teaching Literature .......... 34 The First Wave of Globalization and Education for Nationalistic Citizenship ................................................................. 35 The Conceptual Formation of a Nationalistic Pedagogical Paradigm ... 40 Applications of Nationalistic Approaches to Teaching Literature ........ 54 Chapter Three. World Approaches to Teaching Literature .................. 61 The Second Early Wave of Globalization and Education for World Citizenship ........................................................................... 63 The Conceptual Formation of a World Pedagogical Paradigm ............. 69 Applications of World Approaches to Teaching Literature ................... 83 Chapter Four. Global Approaches to Teaching Literature ................... 88 The Second Later Wave of Globalization and Education for Global Citizenship ........................................................................... 91 The Conceptual Formation of a Global Pedagogical Paradigm ............ 97 vi READING THE WORLD, THE GLOBE, AND THE COSMOS Applications of Global Approaches to Teaching Literature ................ 110 Chapter Five. Cosmopolitan Approaches to Teaching Literature ...... 119 The Third Wave of Globalization and Education for Cosmopolitan Citizenship ............................................................. 123 The Conceptual Formation of a Cosmopolitan Pedagogical Paradigm ......................................................................... 135 Applications of Cosmopolitan Approaches to Teaching Literature .... 149 Chapter Six. Conclusion: The Teaching of Literature and the Cultivation of a Hospitable Imagination .................................. 157 Notes .......................................................................................................... 165 Bibliography ............................................................................................... 171 Index ........................................................................................................... 191

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