Volume 1- Concepts and Theoretical Frameworks
Chapter 8. Literary Curriculum Concepts
· 8 · LiTErAry CurriCuLum CONCEpTS Introduction In this chapter I will explore the interconnections between reading, writing, and thinking; writing and the imagination; what I call “eco-poeisis,” identity and difference; memory and history as they pertain to the literary; and finally the cathartic effects of reading, writing, and thought. I want to stress the word “literary” and not “literacy.” Work in literacy is different from work around the literary. This is not a chapter on literacy. This is a chapter on the literary and the way in which scholars of curriculum work around literary texts. The earliest precedents for work on the literary can be found in William F. Pinar’s (1994) scholarship, especially on Virginia Woolf and his important piece “Death in a Tenured Position,” which is in his collec- tion of essays titled Autobiography, Politics and Sexuality: Essays in Curriculum Theory, 1972–1992. Maxine Greene—throughout all of her work—brought literature to the fore when teaching as a philosopher of education at Columbia University. Maxine Greene (1978) changed the “landscape”—to use her word in her book Landscapes of Learning—of philosophy of education and curriculum stud- ies from the very beginning of her writings. Scholars owe a debt of gratitude 372 curriculum studies guidebooks to Pinar and Greene for opening doors for many of us to work on the literary in the field of curriculum studies. Reading, Writing, and Thought: Interrelations In a book on reading, writing, and thought called How We Work, which is co-edited by myself,...
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