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Books > Children's & Educational > Language & literature > Modern languages (other than English)
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Literary Praxis - A Conversational Inquiry into the Teaching of Literature (Hardcover)
Loot Price: R2,636
Discovery Miles 26 360
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Literary Praxis - A Conversational Inquiry into the Teaching of Literature (Hardcover)
Series: Pedagogy, Education and Praxis, 5
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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.
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