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Reading Practices, Postcolonial Literature, and Cultural Mediation in the Classroom
In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers’ attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies.
Reading and Writing Experimental Texts
This collection of essays offers twelve innovative approaches to contemporary literary criticism. The contributors, women scholars who range from undergraduate students to contingent faculty to endowed chairs, stage a critical dialogue that raises vital questions about the aims and forms of criticism— its discourses and politics, as well as the personal, institutional, and economic conditions of its production. Offering compelling feminist and queer readings of avant-garde twentieth- and twenty-first-century texts, the essays included here are playful, performative, and theoretically savvy. Written for students, scholars, and professors in literature and creative writing, Reading and Writing Experimental Texts provides examples for doing literary scholarship in innovative ways. These provocative readings invite conversation and community, reminding us that if the stakes of critical innovation are high, so are the pleasures.
A Few Acres of Snow
In 1759, Voltaire in Candide referred to Canada as "quelques arpents de neige." For several centuries, the image prevailed and was the one most frequently used by poets, writers, and illustrators. Canada was perceived and portrayed as a cold, hard, and unforgiving land. this was not a land for the fainthearted. Canada has yieled its wealth only reluctantly, while periodically threatening life itself with its displays of fury. Discovering its beauty and hidden resources requires patience and perseverance. A Few Acres of Snow is a colletion of twenty-two essays that explore, from the geographer’s perspective, how poets, artists, and writers have addressed the physical essence of Canada, both landscape and cityscape. "Sense of place" is clearly critical in the works examined in this volume. Included among the book’s many subjects are Hugh MacLennan, Gabrielle Roy, Lucius O’Brien, the art of the Inuit, Lawren Harris, Malcolm Lowry, C.W. Jefferys, L.M. Montgomery, Elizabeth Bishop, Marmaduke Matthews, Antonine Mailet, and the poetry of Japanese Canadians.
Restless Travellers
The first part of this book deals with Britain’s imperial age, its militants and its critics. The selection of works generates a large field of debate explored using traditional or innovative approaches. The 19th century is presented as a time for writers (J. E. Aylmer, E. Marryat Norris, G. A. Henty, Conan Doyle) who tell stories of Europeans venturing forth into “uncivilised” regions of the world where they meet other races. But writers of a different outlook are also considered. Before the twilight of Empire, women were born in England (Virginia Woolf) and in Ireland (Elizabeth Bowen) who would use the ductile means of literature to narrate journeys into the female self, instead of ...
Burning Issues
Here is a book with numerous applications. It is intended to situate self-examination and issues-based learning in reality in a professional context in which teachers and students work to shape practices and identities. In this way, teachers can explore who they are as individuals, their understandings of themselves and their experiences, as well as the impact of these experiences in the classroom, the school, and the community. As a course book on teacher development, both for undergraduates and for teachers embarking on post-graduate work, the focus on real-life experience forges powerful links between the theoretical underpinnings of teaching and classroom practices. Burning Issues may also serve as a foundation book for coursework and workshops exploring research on teachers and teacher development. As a sourcebook for in-service teachers, the authors focus attention on real life experiences, theory, and practices associated with reflection and emancipation. The authors offer a vision for crafting a career-long tradition in critical inquiry. Educators of any stripe will find this text useful and informative.
Language Arts in Asia
This volume is the first of a series contributing to the academic study of Language Arts, as an English-language teaching paradigm. Language Arts has been widely used in native English-speaking countries including Australia and New Zealand. Its recent adoption into the second-language teaching curriculum in Hong Kong, as well as similar initiatives within secondary and tertiary education in mainland China, enhances its interest to scholars studying second-language teaching and learning in Asian contexts. This book offers many papers and discussions of interest to teachers, language professionals, scholars and administrators. Its chapters explore current topics in Language Arts research inclu...
Stories of Childhood
This study questions the widely held perception that books, as an artistic medium, are superior to and more respectable than film or television, sometimes considered frivolous and pernicious. Criticism of both the big and small screens often obscures their signal accomplishments and the entertainment and insight they provide. The author analyzes our distaste for these media--and the romanticizing of the printed word that accompanies it--and argues that books and films are in fact quite complementary. A broad survey of film and TV offerings explores what enacted narratives have taught us about the nature of childhood.
The New Dramathemes
This remarkable book includes more than one hundred games and drama activities, all with a clear learning focus. The activities use themes as a springboard for easy drama through games, movement, tableau, role playing, improvisation, readers theatre, choral speaking, and much more. Teachers will find opportunities to explore literary genres that include the picture book, novel, rhyme, folktale, poem, script, and photograph. New drama structures look at relevant topics that range from personal narrative and the immigrant experience to bullying and building a community. This comprehensive approach to drama illustrates how teachers can reach each learner in the classroom.
Tangled Up in the Bible
Gilmour suggests the various ways in which Dylan uses scripture both in an explicit and an implicit manner.
Bringing Memory Forward
Bringing Memory Forward looks at the application of the method of currere to storied formation. Research tells us that white teachers are among the most recalcitrant of learners when it comes to challenging their own memories and experiences of privilege and race. This book examines how white teachers can recognize and critique their constructions of «difference», and asks what it is that white teachers are so attached to that makes such critique difficult. The book goes on to discuss the processes that might be set in motion to bring these attachments into question in such a way that the learner (namely, the teacher) does not feel alienated and paralyzed by her «thoughtlessness» but instead is moved to think and act. Through elaborating a method called «bringing memory forward» that emerged from self-study methodologies and a teacher action research project, Teresa Strong-Wilson draws attention to the significance of stories, and critical engagement with stories, in social justice education with teachers.
