‘I lost the faith in humanity.’ Using William Golding’s Lord of the Flies to explore ethical and moral issues through transnational, online literary exchange

IF 1.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Amanda Naylor, N. Mcguinn, Ghazal Shaikh, Z. Varga, Hege Emma Rimmereide
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引用次数: 1

Abstract

ABSTRACT Researchers into Literature and Education from Norway, Pakistan and the United Kingdom used William Golding’s Lord of the Flies to explore the potential of a literary text to encourage intercultural dialogue, employing an innovative teaching method, Google Circles, to provide a platform for asynchronous online discussion among three cohorts of students in higher education. The authors present here the ethical and moral responses to the novel. The authors’ analysis of the data explores the students’ thoughts about human nature and law and order, as well as responses made by the students to moral turning points in Golding’s novel. The authors report that – although the novel provided a space for students from three national contexts to debate major existential questions using the affordances of the asynchronous digital platform – the students found it difficult to distinguish between the writer, the implied author and the narrative voice.
“我对人性失去了信心。利用威廉·戈尔丁的《蝇王》,通过跨国在线文学交流来探讨伦理和道德问题
来自挪威、巴基斯坦和英国的文学与教育研究人员利用威廉·戈尔丁的《蝇王》探索文学文本鼓励跨文化对话的潜力,采用一种创新的教学方法谷歌圈子,为三个高等教育学生群体提供异步在线讨论平台。作者在这里提出了对这部小说的伦理和道德反应。作者通过对数据的分析,探讨了学生对人性和法律秩序的思考,以及学生对戈尔丁小说中道德转折点的反应。作者报告说,尽管这部小说为来自三个国家的学生提供了一个空间,让他们利用异步数字平台的支持来讨论主要的存在主义问题,但学生们发现很难区分作者、隐含作者和叙事声音。
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来源期刊
Cambridge Journal of Education
Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
4.30%
发文量
35
期刊介绍: Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.
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