Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Naomi Nkealah, Maria Prozesky
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引用次数: 0

Abstract

As university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article, we report on a research project on literary reading at a South African university in which we set out to find out how our second‐year English literature student teachers were reading or making sense of Shakespearean plays and how in turn their readings inform new thinking about literary reading. We found that our students were interpreting Shakespeare's Macbeth in ways that both explicate social problems in present‐day South Africa and offer possible solutions to remedying these problems. Therefore, our knowledge contribution in this article is the proposition of socially responsive literary reading as a relevant, empowering and viable approach to literary reading that has potential to decolonise literature education in African universities.
文学阅读作为一种社会响应实践:对高等教育文学教学法的影响
作为大学文学教师,我们倾向于接受 "学生缺乏对文本进行有意义解读的能力 "这一说辞,而不去质疑我们自己对期望学生从文本中获得的意义的偏见。通常,这些意义与学生自己的社会或职业生活关系不大。在这篇文章中,我们报告了在南非一所大学开展的一个文学阅读研究项目,在这个项目中,我们试图了解我们的英语文学二年级学生教师是如何阅读莎士比亚戏剧或如何理解莎士比亚戏剧的,以及他们的阅读又是如何为文学阅读提供新思维的。我们发现,我们的学生在解读莎士比亚的《麦克白》时,既阐释了当今南非的社会问题,又提出了解决这些问题的可能方案。因此,我们在这篇文章中的知识贡献是提出了社会回应型文学阅读的主张,作为一种相关的、赋权的和可行的文学阅读方法,它有可能使非洲大学的文学教育非殖民化。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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