Description |
176 pages : illustrations ; 24 cm |
Series |
Counterpoints ; v. 213 |
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Counterpoints (New York, N.Y.) ; v. 213
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Contents |
Introduction: Overview of a Journey: Mapping the Territory -- Mile 1. Charting a Course: Under African Skies -- Mile 2. Surveying the Scene: International Contexts for Multicultural Literary Education -- Mile 3. Sites of Representation: Culture, Race, Gender, and Ethnicity -- Mile 4. The Last "Post"? Postcolonialism and Literary Education -- Mile 5. Territories of Desire: Contesting Canons -- Mile 6. Literary Theory at the Crossroads -- Mile 7. Travelers' Tales: Teachers Testing Theories -- Mile 8. Traveling Companions: Research Revelations -- Mile 9. Voices En Route: Students and Texts in Dialogue -- Mile 10. A Sense of Place: Photo/graphs of a Grade 10 Class -- Mile 11. Crossing Fictional Borderlands: Obasan and the Construction of Personal Identity -- Mile 12. Localities of the Everyday: Pedagogical Perspectives -- Mile 13. Revisioning the Journey of Postcolonial Pedagogy |
Summary |
"This book explores how postcolonialism and ongoing debates over the literary canon relate to the practice of teaching high school English. This literary journey begins in apartheid South Africa and then moves forward in time and place to a multi-ethnic Western Canadian school where Ingrid Johnston and an English teacher collaborate in teaching postcolonial literature. Illuminating ways in which a postcolonial pedagogy can open up debates on questions of power, difference, and discrimination, this book highlights the complexities of a postcolonial pedagogy and raises challenging questions of text selection, reading strategies, and student response."--BOOK JACKET |
Bibliography |
Includes bibliographical references (pages [155]-166) and index |
Subject |
Literature -- Study and teaching (Secondary) -- Canada.
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Canon (Literature)
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LC no. |
2002022495 |
ISBN |
0820457523 alkaline paper |
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