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008 111115s2011 ne | s |||| 0|eng d
020 _a9789460915864
_9978-94-6091-586-4
040 _cMX-MeUAM
050 4 _aLC149-161
082 0 4 _a374.0124
_223
100 1 _aVen, Piet-Hein van de.
_eeditor.
245 1 0 _aLiterary Praxis
_h[recurso electrónico] :
_bA Conversational Inquiry into the Teaching of Literature /
_cedited by Piet-Hein van de Ven, Brenton Doecke.
264 1 _aRotterdam :
_bSensePublishers,
_c2011.
300 _aVI, 234p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPedagogy, Education and Praxis ;
_v5
520 _aLiterary 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.
650 0 _aEducation.
650 0 _aLiteracy.
650 1 4 _aEducation.
650 2 4 _aLiteracy.
700 1 _aDoecke, Brenton.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
830 0 _aPedagogy, Education and Praxis ;
_v5
856 4 0 _zLibro electrónico
_uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-94-6091-586-4
596 _a19
942 _cLIBRO_ELEC
999 _c206592
_d206592