Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice

Abstract

In this chapter, Todd Butler and Ashley Boyd give new reasons for attending to pedagogical training in literary studies classrooms. With so many English majors planning to enter secondary classrooms of their own, Butler and Boyd highlight the potential impact that combining social justice and content knowledge pedagogies can have on generations of classroom learners. At the same time, they claim that including teaching methodologies in undergraduate literature courses builds pedagogy as a habit of mind for all undergraduates, encouraging them to consider issues of social justice in their readings, and how those issues might be effectively conveyed to others.