scholarly journals Performative spaces: Negotiations in the literature classroom

2021 ◽  
Vol 21, Running Issue (Running issue) ◽  
pp. 1-23
Author(s):  
Heidi Höglund ◽  
Helle Rørbech
Keyword(s):  
Literature Classroom

Writing Rites

2010 ◽  
Vol 39 (4) ◽  
Author(s):  
Frederick Roden
Keyword(s):  
Religious Experience ◽  
Literature Classroom ◽  
Queer Spaces

This experiential essay interrogates the role of the literature classroom for teaching the diversity of religious experience. The secular humanities academy, and the secular humanities classroom, prove to be "queer" spaces for exploring religion: and strategic in demonstrating the breadth of its study.

scholarly journals Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom

2017 ◽  
Vol 18 (3) ◽  
pp. 50 ◽  
Author(s):  
Amelie Lemieux ◽  
Nathalie Lacelle
Keyword(s):  
Reader Response ◽  
Qualitative Case Study ◽  
Subjective Response ◽  
Literature Classroom ◽  
9Th Grade ◽  
Literature Pedagogy ◽  
Data Point ◽  
Interpretive Strategies

Research on literature pedagogy still refers to traditional, text-oriented methods in practice (Todorov, 1982; Peirce, 1977), with occasional consideration for students’ subjectivity through reader-response exercises involving reading logs, surveys, or journals. When addressing subjectivities in individual and collective classroom contexts, researchers should direct attention towards the strategies students mobilize when reading. Owing to Sauvaire’s (2013) typology of interpretive dimensions in reading, this qualitative case study investigates patterns emerging from students’ written and verbalized expressions of their subjectivities in a 9th-grade literature classroom. The data point to conclusive results explaining pathways for interpretive strategies, which vary in group and individual settings.

scholarly journals The CanLit Dinner Party: Feasting on Books in the Literature Classroom

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Shelley Boyd ◽  
Nicole Hollinson
Keyword(s):  
Experiential Learning ◽  
English Literature ◽  
Literature Classroom ◽  
Writing Assignments ◽  
Essay Writing ◽  
Dinner Party ◽  
Canadian Literature ◽  
Art Installation ◽  
Central Topic ◽  
Classroom Assignment

This article examines the “CanLit Dinner Party”, a multimedia exhibition undertaken in an undergraduate seminar on Canadian literature where food was the central topic. Modelled in part after Judy Chicago’s art installation The Dinner Party, this 24-hour exhibition featured interpretive plates inspired by literary food scenes. As a form of experiential learning, the classroom assignment was designed to enhance the students’ critical appreciation for the art of storytelling through food, to think across disciplines, and to synthesize food-related themes studied over the course of the semester. A departure from essay-writing assignments typically found in English literature courses, the “CanLit Dinner Party” underscored food’s role as a cultural idiom by requiring students to engage with its material dimensions.

“The Quickening Virtue”: Reiterating the Work of the Literary Text

2021 ◽  
Vol 8 (3) ◽  
pp. 345-359
Author(s):  
Mark Espin
Keyword(s):  
Literary Text ◽  
Potential Space ◽  
Critical Practice ◽  
Literature Classroom ◽  
Central Objective ◽  
Made In

This article pursues the reiteration of reading as a practice that circumscribes the work of the literary text. In doing so, it responds to particular assertions made in Kate Highman’s “Close(d) Reading and the ‘Potential Space’ of the Literature Classroom.” More pertinently, though, it seeks to reposition the value of reading as a vital attribute in engaging with the humanities and emphasizes that analyzing and the interpreting of the text is the practice indisputably central to the humanistic endeavor. The discussion reiterates that any ways in and through the text are available only by reading, making it necessary to encourage and inculcate it as a central objective so that the work of the text, in accordance with Attridge’s qualification of it, remains productive. Finally, it argues that situating this critical practice as a deliberate objective within the teaching of literature must be reprioritized as a matter of urgency.

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