{"title":"巴勒斯坦教学","authors":"M. Schueller","doi":"10.1215/15314200-10862985","DOIUrl":null,"url":null,"abstract":"\n This article explores theories and methodologies for an activist teaching and reading of Palestinian literature, including Susan Abulhawa's novel Mornings in Jenin and Remi Kanazi's poetry. Based on student responses — empathy with individual Palestinian characters but not resistance to Israeli settler colonialism — the author suggests that empathetic identification, often perceived as a means of comprehending the other, instead blocks political and historical understandings. Building on Saidiya Hartman's and Lorenzo Veracini's arguments, the author posits the need for seeing the other through a Levinasian radical alterity (which he denied Palestinians), not through similarity. Moments when texts disturbed readerly identification were moments of activist potential.","PeriodicalId":519038,"journal":{"name":"Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching Palestine\",\"authors\":\"M. Schueller\",\"doi\":\"10.1215/15314200-10862985\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n This article explores theories and methodologies for an activist teaching and reading of Palestinian literature, including Susan Abulhawa's novel Mornings in Jenin and Remi Kanazi's poetry. Based on student responses — empathy with individual Palestinian characters but not resistance to Israeli settler colonialism — the author suggests that empathetic identification, often perceived as a means of comprehending the other, instead blocks political and historical understandings. Building on Saidiya Hartman's and Lorenzo Veracini's arguments, the author posits the need for seeing the other through a Levinasian radical alterity (which he denied Palestinians), not through similarity. Moments when texts disturbed readerly identification were moments of activist potential.\",\"PeriodicalId\":519038,\"journal\":{\"name\":\"Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1215/15314200-10862985\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1215/15314200-10862985","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This article explores theories and methodologies for an activist teaching and reading of Palestinian literature, including Susan Abulhawa's novel Mornings in Jenin and Remi Kanazi's poetry. Based on student responses — empathy with individual Palestinian characters but not resistance to Israeli settler colonialism — the author suggests that empathetic identification, often perceived as a means of comprehending the other, instead blocks political and historical understandings. Building on Saidiya Hartman's and Lorenzo Veracini's arguments, the author posits the need for seeing the other through a Levinasian radical alterity (which he denied Palestinians), not through similarity. Moments when texts disturbed readerly identification were moments of activist potential.
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