Teaching the Unteachable: Adrienne Rich and the Limits of Pedagogy

IF 0.1 0 LITERATURE, AMERICAN

Arizona Quarterly Pub Date : 2022-06-01 DOI:10.1353/arq.2022.0006

Alex Streim

引用次数: 0

Abstract

Abstract:This essay argues that one strain of Adrienne Rich's late poetry investigates the possibility of teaching others "to be human." In readings of poems from Dark Fields of the Republic (1995), Midnight Salvage (1998), The School Among the Ruins (2004), Telephone Ringing in the Labyrinth (2007), and Tonight No Poetry Will Serve (2011), it tracks several aspects of Rich's interest in the practice of humanist pedagogy. Under the influence of the early Marx, as well as the educational writings of Simone Weil and Antonio Gramsci, Rich uses this late poetry to demonstrate and produce the paradoxically liberating effects of seemingly traditional teaching.

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《教不可教之人:阿德里安娜·里奇与教育学的极限》

摘要:本文认为阿德里安娜·里奇晚期诗歌的一个流派探讨了教人“为人”的可能性。在阅读《共和国的黑暗田野》(1995)、《午夜救援》(1998)、《废墟中的学校》(2004)、《迷宫中的电话铃声》(2007)和《今夜无诗可作》(2011)等诗歌时，它追踪了里奇对人文主义教学法实践的几个方面的兴趣。在早期马克思以及西蒙娜·韦尔和安东尼奥·葛兰西的教育著作的影响下，里奇用这些晚期诗歌来论证和产生看似传统教学的矛盾的解放效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arizona Quarterly LITERATURE, AMERICAN-

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： Arizona Quarterly publishes scholarly essays on American literature, culture, and theory. It is our mission to subject these categories to debate, argument, interpretation, and contestation via critical readings of primary texts. We accept essays that are grounded in textual, formal, cultural, and theoretical examination of texts and situated with respect to current academic conversations whilst extending the boundaries thereof.