Papers by Journal of Literary Education
Journal of Literary Education, 2021
Contemporary children’s literature has developed a growing interest in the interconnectedness bet... more Contemporary children’s literature has developed a growing interest in the interconnectedness between humans and the environment and in the ongoing exchange and negotiation of ways to be in the world. These new directions in children’s literature consequently challenge teachers of children’s literature in higher education. The study of contemporary children’s literature needs not only to be informed by new theoretical perspectives like ecocriticism, posthumanism and new materialism, but also to revisit, develop and explore the methodological tools and teaching practices necessary to prepare students to address these demanding issues. The aim of the article is to present and discuss the research question: How is it possible to secure scholarly dialogue and practical collaboration in an academic course on nonfiction children’s literature and environmental issues? Building on a cross-disciplinary theoretical framework consisting of theory of nonfiction, ecocriticism, dialogic teaching, environmental architecture and place-based teaching, the study reports on a pilot course which took place in the summer of 2020. Due to the pandemic situation the course became digital. Hence the digital challenges and possibilities turned out to be a critical aspect of the planned practical collaboration between students, teachers and students and teachers. The main goal of the course was to help motivate students to engage in and negotiate about nonfiction children’s literature and sustainability, to enhance their aesthetic experiences and to foster their environmental consciousness through children’s literature. The course was characterized by its alternating blending of lectures and hands-on experiences with theoretical and methodological tools as well as nature or culture specific places.
Journal of Literary Education, 2021
As part of the project “Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Resea... more As part of the project “Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016 to 2019, seminars on German language and literature didactics were held at the “Lern- und Forschungswerkstatt Grundschule” (LuFo, Primary Education Research Lab) at the Technische Universität (TU) Dresden. The seminars, which were attended by student primary school teachers, dealt with telling stories using wordless picturebooks, reading aloud picturebooks about school or other topics. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reading engagement. They designed
didactic arrangements (different kinds of didactically based activities by students with children in a literary-aesthetic context) following the principles of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses Key Incident Analysis to ask which books the student teachers chose and how they read them, how they talked to and interacted with the children about them and how they shaped the reading situations. Finally, they asked how they reflected on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.
Journal of Literary Education, 2021
In the Republic of Croatia, the importance of intercultural education and competence-oriented cur... more In the Republic of Croatia, the importance of intercultural education and competence-oriented curricula has gained momentum in the last decade, with children’s literature being perceived as an invaluable source of intercultural learning and a fruitful tool for an exploration of global cultural diversity. Given that empirical data indicate the importance of children’s age for selecting age-appropriate intervention methods that would help combat discriminatory and prejudicial views, especially during the period between early and late childhood, this paper explores the choice of authors and picturebook titles taught in children’s literary courses at six Croatian Faculties of Teacher Education (Rijeka, Pula, Zagreb, Osijek, Zadar, and Split) with the aim to determine how university instructors interpret multicultural children’s literature and to which extent their syllabi accentuate the potential of picturebooks in fostering future pre-school and elementary-school teachers’ intercultural competence.
The findings indicate a misalignment between the objectives of intercultural education and the racial and ethnic representation of authors and their characters, especially protagonists. Furthermore, intercultural competence is not a major learning objective in the analyzed university syllabi. The choice of authors and picturebooks indicates a clear preference for white North American and European authors and white characters and protagonists. These findings highlight the need for teacher-educators, i.e., university instructors, to rethink the nature of their learning objectives and study content and to expand their reading lists with more diverse voices that challenge the traditional models that have historically left many ethnic groups misrepresented, under-represented, or fully omitted from school and university curricula.
Journal of Literary Education, 2021
Research into in-service teachers’ knowledge of children’s literature indicates there is a powerf... more Research into in-service teachers’ knowledge of children’s literature indicates there is a powerfully symbiotic relationship between teachers’ perceptions and projections of themselves as readers and students’ engagement with reading as a pleasurable activity (Commeyras et al., 2003; Cremin et al 2014). Less is known about pre-service teachers’ knowledge of children’s literature or their attitudes towards reading and the Scottish context is unexplored in this regard. Inspired by and aligned with the work of Cremin et al. (2008) with in-service primary teachers in England, this project investigated the personal reading habits of more than 150 student teachers over a two-year period by capturing snapshots of their knowledge of children’s literature and perceptions of themselves as not only readers, but as readers of children’s literature, at various stages of their initial teacher education. Framed by understandings of literacy practices as socially and locally constructed (Barton & Hamilton, 1998) and of literate identities as fluid, contingent and plural (Moje et al., 2009), this paper also outlines how project findings linked to knowledge of texts for children and reader identity have informed the teaching and learning of children’s literature at university level.
Journal of Literary Education, 2021
Children's literature is an area of frequent scholarship, reflecting its influential position in ... more Children's literature is an area of frequent scholarship, reflecting its influential position in telling stories, developing literacy, and sharing knowledge in many cultures. At its best, children's literature. At its best, children’s literature is transformative in the lives of children and their adult reading companions, and as such plays an important role in society.
Indeed, in the last several decades, children’s literature has become an
important focus of teaching and research in centres for literature and literary criticism, education, and library/information sciences in universities across the world
Children's literature is an area of frequent scholarship, reflecting its influential position in ... more Children's literature is an area of frequent scholarship, reflecting its influential position in telling stories, developing literacy, and sharing knowledge in many cultures. At its best, children's literature is transformative in the lives of children and their adult reading companions, and as such plays an important role in society. Indeed, in the last several decades, children's literature has become an important focus of teaching and research in centres for literature and literary criticism, education, and library/information sciences in universities across the world. Much has been written about the historical undervaluing of children's literature and research in this area (e.g., Nikolajeva, 2016). While there is considerable literature concerning the teaching of children's literature in primary and secondary classrooms (e.g., Bland & Lütge, 2012; Arizpe & Styles, 2016; Ommundsen et al., 2021), there has been relatively little scholarship on the pedagogy involved in teaching children's literature in a university setting with two notable exceptions. Teaching Children's Fiction edited by Robert Butler (2006) presents eight chapters by experienced children's literature teachers and scholars, mostly from
Journal of Lilterary Education, 2020
The purpose of this research is the construction and psychometric evaluation of seven categories ... more The purpose of this research is the construction and psychometric evaluation of seven categories of recall and recognition tasks for the measurement of young spectators’ theatrical memory, based on the respective theatre codes of a specific performance for young audiences. The aim of those tasks is the evaluation of the young spectators’ mnemonic recordings on a level of a) the actors’ representation of the characters on stage (acting), b) the visual frame of the performance, c) the audio code, d) the lights, e) the dramatic text, f) the plot/action and g) the Shadow Theatre technique.
The recall and recognition tasks were constructed according to the Classical Test Theory of Question Analysis on a sample of 5th Grade Primary School pupils, who had seen this specific performance addressed to young spectators and were evaluated with the Factor Analysis method. For the evaluation of the quality of the questions, we took into consideration the difficulty coefficient of each question, the discriminant coefficient and the evaluation of the correlation level of expert construction via inquiry factor analysis and the internal validity coefficient.
The result of the above tasks was the creation of seven reliable and valid measurement tools, in which no gender effect is inferred.
Journal of Literary Education, 2020
The essay focuses on the examination of a selection of children's picture books exploring the rel... more The essay focuses on the examination of a selection of children's picture books exploring the relationship between childhood and clothing as an identity element, as a means of transformation and as a resource for the imagination. The gender stereotype has always deprived children of the
freedom to imagine themselves different from the imposed social model. Modern quality literature aims to free childhood from these constraints through stories that encourage the free expression of one's personality. "Clothing and childhood" is one of the binomial in which these themes appear most evident. While developing different plots, each selected book tells a story enriched by several levels of reading, more or less evident, and this is also due to particularly accurate illustrations, capable of adding further nuances to the text. Furthermore, even if characterized by the symbolic presence of clothes, these picture books do not make them the narrative fulcrum. The case studies examined in this essay are a concrete example of the potential of the picture book as a vehicle to transmit complex concepts and stratifications of complementary or parallel meanings that emerge from the dynamic relationship of the text with the image. Each double page opens multiple, free interpretative paths
that can be taken at each reading as the eye catches new aspects and the thought opens up to new discoveries. The imaginary dress is one of the many parallel paths that it was possible to explore with these books to explore the possible interpretations of clothing in children's literature, highlighting above all how much garments are objects charged with metasignification or with projections of an identity in formation such as the one of children. In the traditional children's literature, directly or
indirectly, the theme of identity is strongly linked to clothes like in the Emperor's new clothes, where wearing or removing a dress symbolizes a social role, a personality, a state of mind, a defeat or a victory. It is an indispensable part of oneself. A self-projection. The modern children’s literary production tries to free the children from the yoke of the role and stereotypes, encouraging them to explore and interpret reality through the most familiar items around them: what they wear or what adults around them wear. The case studies in the essay prove how clothing becomes a symbol of a journey of self-discovery and affirmation of one's individuality in the world.
Journal of Literary Education, 2020
This study explores literal and metaphorical narrations of age by looking closely at two pictureb... more This study explores literal and metaphorical narrations of age by looking closely at two picturebooks published at the turn of the twenty-first century. The evolutionary Western understanding of the child, childhood and children’s literature is briefly periodized as a tension between pragmatic and philosophical concerns. Representations of age are taken to be embedded in socio-cultural positions that implicate historical periods, geographic locations, and economic structures. Ethnicity and gender are similarly discussed as immanent features. Age is presented as much a biological phenomenon as a performative social act of a given culture. The ideas, feelings and events depicted in each picturebook are approached from a structuralist and a postmodernist perspective with the aim of providing a complementary analysis of child representations in alignment with the adult presence, and not necessarily through the lens of aetonomativity. My analysis points to possible applications of the design
of age narrations to current and future literacies
Journal of Literary Education, 2020
This article aims to present a study on the presence of women and female characters in Palestinia... more This article aims to present a study on the presence of women and female characters in Palestinian-Jordanian tales from oral tradition and their didactic use from an intercultural and coeducational perspective. It is based on the ethnographic research carried out by Asensio (2015) through which she compiled a corpus of oral stories through a publication process. These stories were originally told in Arabic and were transcribed into Latin characters and translated into Spanish. It is understood that, being oral tales, they are presented in dialectal Arabic; specifically, in Jordan we can highlight four dialect varieties that respond to ethno-national origin (Transjordan / Palestine) and lifestyle (sedentary [urban, rural] or Bedouin [nomadic, semi-nomadic]. However, my interest in these stories arose because oral narrative is the most spread literary subgenre within Children's and Young Literature. I consider oral tradition the most ingrained discursive essence of the human being from an early age and children can easily recognize it. Additionally, the story is understood as an ethological fact. Although it may present certain geographical peculiarities, it is still a cross-cultural manifestation: all human beings narrate, and especially stories; all human beings use oral tradition to present social warnings, transmit values, etc.; the folktales, in addition, share common structural and organizational basic elements, although with their own spatial-temporal and socio-cultural idiosyncrasies. On the other hand, analysing stories from an oral tradition other than the Spanish one answers the need to train future teachers to recognize cultural diversity (global and national) and the different contributions which can be found, around the world, to inform this diversity. In the case at hand, for instance, data reveal a type of active female character that also serves to dismantle stereotypes and prejudices
Journal of Literary Education, 2020
The remarkable influence of gender studies in recent years on the Greek educational system has
in... more The remarkable influence of gender studies in recent years on the Greek educational system has
inevitably led to the integration of a multi-focal thematic section entitled “Gender in Literature” in
the new Lyceum curriculum. This section truly captures the interest of adolescents, as it stimulates
the approach of literary texts and promotes constructive discussions that often lead to further
enjoyment of reading. On this base a collaboration between University of Athens and Anavryta Model
Lyceum was carried out in Literature class in both institutions. This article aims to present the main
stages of this cooperation on the subject of “Literary Representations of Women’s roles from
traditional to modern society”, as the institutional framework for teaching literature clearly supports
the historicity of texts. Besides explaining the rationale behind this educational action, we are
proposing a selection of literary texts that were used in class and presenting the objectives and
didactic methods practiced, the type of tasks assigned to the pupils as well as the skills developed by them. The paper insists on certain texts that are particularly valuable for this approach and offers examples of taking advantage of contextual elements. Finally, we are showing how this collaboration became a real example of extroversion for both institutions and we are attempting a comprehensive evaluation of this project and its impact within the students’ and teachers’ community
Journal of Literary Education, 2020
To talk about children's and youth's literature in Latin America is to talk about the history of ... more To talk about children's and youth's literature in Latin America is to talk about the history of oppression, geography, fauna, multiple languages, and culture of the Latin American nations. Latin American cultural borders, with distinctive geographical spaces, have provided cultural conditions for the creation of a unique regional children's and youth's literature permeated by the linguistic and historical richness of the Latin American nations; which, even, has gone as far as the creation of sidereal spaces in which children can dream. Latin America cannot and should not be seen as a homogeneous conglomerate of nations, because the linguistic and cultural diversity of the countries that comprise it goes far beyond the generalized idea of political turmoil created and supported by imperialistic nations. These heterogeneous nations have created a universal children's literature that it is rooted in Latin American regional cultures. Therefore, it is not surprising that a series of themes stand out in Latin American children's literature, which not only adhere to different regional aspects, but are also composed by thematic elements which are part of world children's and youth's literature. All these themes are as well a fundamental part of the development of children's literature in the Americas.
Journal of Literary Education, 2020
Bianca Pitzorno is one of Italy’s most famous children’s writers. Her works – more than forty boo... more Bianca Pitzorno is one of Italy’s most famous children’s writers. Her works – more than forty books translated into different languages – often address topics linked to gender identity and femininity. Pitzorno’s novels for children usually depict non-canonical female characters: rebel, dynamic and intelligent young girls that fight against adult injustice in order to affirm their agency.
The paper aims to explore female portrayals in Pitzorno’s novels and their potential educational impact in reconsidering gender stereotypes and roles from an early age. Literature is one of the most influential tools in the construction of gender ideals and gender socialization. Consequently, positive female models – as Pitzorno’s characters – should be offered to young readers from an early age in order to foster an inclusive collective imagination about femininity.
For instance, Extraterrestre alla pari [Aliens on par] (1979) directly focuses on gender issues telling the story of a young alien coming from a planet where young boys and girls do not know their sex until they reach adulthood. For this reason, they are considered as gender-neutral beings. Likewise, L’incredibile storia di Lavinia [Lavinia and the magic ring] (1985) ironically retells Hans Christian Andersen’s The Little Match Girl working on humor and female agency. Finally, Principessa Laurentina [Princess Laurentina] (1990) deals with adolescence and family dynamics, offering different portrayals of female identity, from a young age to adulthood.
Because of the brilliant and nontraditional depiction of female figures and the deconstruction of gender canon in a simple but captivating way, Pitzorno’s novels should be internationally considered in primary school curriculums as a starting point to introduce gender diversity in reading programs and to discuss gender issues with the help of adult figures such as teachers, educators and parents.
Journal of Literary Education, 2020
This article explores the question of how to assess children’s literature as feminist. Drawing up... more This article explores the question of how to assess children’s literature as feminist. Drawing upon a revision of the concept of postfeminism as a gendered neoliberalism that cultivates the ‘right’ disposition for succeeding in a neoliberal society, I bring together two possible objects of study upon which I outline some problematic aspects. I begin by focusing on a publishing phenomenon of the last few years: the biography compilations, such as the crowdfunded Good Night Stories for Rebel Girls, that, in a more or less explicit manner, aim to provide younger generations with new repertoires of gendered agencies. Then I analyze two picturebooks that have been recommended by reading promotion agencies and praised for their anti-sexist values: Tirititesa and La bella Griselda. In both these picturebooks, we find two protagonists tran sgressing gender norms and heteronormative ideals of romantic love. Yet, I argue that they reproduce systems of exclusions that are quite problematic if read from feminist intersectionality. The texts analyzed are modeled by a postfeminist sensibility in which a celebratory “girl power” is put forward, while obscuring how (gendered) exclusions work.
Journal of Literary Education, 2020
This paper presents research that revolves around queer pedagogical methodologies, especially reg... more This paper presents research that revolves around queer pedagogical methodologies, especially regarding language and literature teaching. It addresses the engagement with queer teaching methods implemented by Education Faculties both in the Anglo-Saxon world and in the Spanish context.
Following the premise that literature is able to transmit particular values, these analyses have experimented with proposals that include the use of LGBTQ literature, especially picture books. Using a qualitative design, the purpose of the study was to introduce children’s literature that portrays LGBTQ characters and families to explore the perceptions of future teachers in the elementary classroom regarding queer culture, and the possibility of reading these picture books as instruments to interrupt heteronormativity and to tackle homophobia. It should be noted that this kind of interruption at the elementary level is often avoided, as it addresses sexual identity and it could be considered by some to be inappropriate for the elementary curriculum. The reality, however, is that sexual identity is included in early classrooms as heterosexuality: a single story of family and sexuality. Given the absence of inclusive and diversity practices that should have accompanied social policies, schools have in fact perpetuated the hostile and homophobic territory experienced by people who do not meet gender or sexuality expectations. Subsequently, a new model of queer pedagogy has emerged, demanding new proposals from schools at all levels: from curricular organisation to the types of readings pupils have access to.
Journal of Literary Education, 2020
The last twenty years have seen a proliferation of books for young people dealing with trans expe... more The last twenty years have seen a proliferation of books for young people dealing with trans experience and issues. This paper charts the emergence of transgender fiction for children and young adults, and its development during that period. It will address several questions arising from this phenomenon. How does the representation of trans experience differ when presented for a child readership rather than adults, and for younger children rather than adolescents? How are the representations of gender identity, gender expression and sexuality affected by considerations of audience? What are the tropes (or clichés) of trans fiction, and how have they changed? Whose points of view do the stories represent? Does it matter whether their authors are themselves trans? Is it more possible today than twenty years ago to assume some knowledge in child readers, or must every story “start from scratch”?
There is no single answer to any of these questions, but the article will note some of the trends discernible over a range of texts published in English since the start of the century, and describe some of the challenges in writing texts about trans* experience in the future.
Journal of Literary Education, 2020
The starting point for the making of this current issue were some fundamental questions about the... more The starting point for the making of this current issue were some fundamental questions about the intersection of Feminist Criticism and Gender Theory with Education: What might it mean to read and teach literature through the prism of feminist criticism and/or gender theory? In
which texts, ways and methods can we integrate a balanced gender approach in to literary didactics? How and in which teaching approaches can we produce some powerful feminist readings of the literary texts,
whether they are texts long established by tradition, or contempora
ry and multimodal ones, belonging to popular culture? And how can
these concerns about feminism and gender be adequately addressed and embedded into the literature classroom? Although we knew that all the
previous questions could not be effectively addressed in one single issue, we still envisaged a publication with insightful contributions to the overall
theme of Feminism and Gender in Literary Education.
Journal Of Literary Education, 2019
In UK schools, there remains a compartmentalisation of English into 'language' and 'literature', ... more In UK schools, there remains a compartmentalisation of English into 'language' and 'literature', evident in the ways that the subject is taught and examined and in the degrees to which teachers perceive themselves as being either a 'language' or a 'literature' teacher. In this paper, we suggest that an approach informed by cognitive linguistics and cognitive stylistics offers a wealth of affordances to the teacher who wishes to integrate aspects of linguistic and literary studies into their teaching. In particular, we argue that the cognitive discourse grammar Text World Theory provides an accessible and useful set of pedagogical principles. In the two case studies we present, teachers drew upon Text World Theory as a model for thinking about grammar teaching, literature teaching, lesson design, classroom talk and their own identity as teachers of English. The data suggests that this approach may have positive benefits for students engaging in high-level linguistic analysis and in the developing of responses to literature, and for teachers who are responsible for designing lessons and student activities. Resumen
En las escuelas del Reino Unido, sigue existiendo una compartimentación de la asignatura de inglés en "lengua" y "literatura", evidente en las formas en que se enseña y evalúa la materia, así como en el grado en que el profesorado se percibe a sí mismo como docente de "lengua" o "literatura". En este artículo, sugerimos que un enfoque basado en la lingüística y la estilística cognitivas ofrece una gran cantidad de recursos a quienes desean integrar aspectos de los estudios lingüísticos y literarios en su enseñanza. Argumentamos que, en particular, la gramática cognitiva del discurso Text World Theory proporciona un conjunto accesible y útil de principios pedagógicos, y presentamos dos estudios de casos de investigación en colaboración con docentes que se basaron en la Text World Theory como modelo para pensar sobre la enseñanza de la gramática, la enseñanza de la literatura, el diseño de lecciones o charlas en el aula y su propia identidad como profesores de inglés. Los datos Ian Cushing & Marcello Giovanelli sugieren que este enfoque puede tener beneficios positivos para estudiantes que participan en el análisis lingüístico de alto nivel y en el desarrollo de respuestas a la literatura, y así como para docentes que piensan en el diseño de las lecciones y actividades.
A les escoles del Regne Unit, continua existint una compartimentació de l'assignatura d'anglés en "llengua" i "literatura", evident en les formes en què s'ensenya i s'avalua la matèria, així com en el grau en què el professorat es percep a si mateix com a docent de "llengua" o "literatura". En aquest article, suggerim que un enfocament basat en la lingüística i l'estilística cognitives ofereix una gran quantitat de recursos a aquelles persones que volen integrar aspectes dels estudis lingüístics i literaris en el seu ensenyament. Argumentem que, en particular, la gramàtica cognitiva del discurs Text World Theory proporciona un conjunt accessible i útil de principis pedagògics, i presentem dos estudis de casos d'investigació en col·laboració amb docents que es van basar en la Text World Theory com a model per pensar sobre l'ensenyament de la gramàtica, l'ensenyament de la literatura, el disseny de lliçons o xerrades a l'aula i la seua pròpia identitat com a professors d'anglès. Les dades suggereixen que aquest enfocament pot tenir beneficis positius per a estudiants que participen en l'anàlisi lingüística d'alt nivell i en el desenvolupament de respostes a la literatura, així com per a docents que pensen en el disseny de lliçons i activitats.
Journal Of Literary Education, 2019
In Ella McFadyen's 1940's Pegmen Tales the reader witnesses an Australian wishfulness read in the... more In Ella McFadyen's 1940's Pegmen Tales the reader witnesses an Australian wishfulness read in the triumphant adventures of the small-of domestic objects brought to life through the imagination of children. In McFadyen's highly didactic tales, clothes pegs stolen and deliberately misused come to embody an understated national ethos with biblical pretensions. The Peg family sail the world in their "Ark", spreading antipodean wonder, cheer and ingenuity everywhere they go. The Pegs themselves-as home-made toys-represent the imaginative ingenuity of Australian children. These are toys any child could make, and so may be read as a social leveller. The dream bringing them to life is that of decent, healthy children and the Pegs (as postwar family, sans father, strive to set themselves and the world good standards). Every anthropomorphism is deservedly read as comment on the human race or some department or aspect of it, and in this case it is Australian class, race and national pretensions which are promoted through the vehicle of mainly exemplary characters who, in their travels-for the sake of plot-negotiate a series of mildly ethical crises, and always come out smiling. This paper proceeds by considering the issues raised above in relation a small number of episodes from the tales: these dealing with the invasion of rogue mice, the creation of the Pegmen, with Pongo (from the Congo) and the Australian Aborigines, with the Peg's expedition to Antarctica and with the metamorphosis of swagmen into grey kangaroos.
En l'obra de 1940, Pegmen Tales, d'Ella McFadyen el lector és testimoni d'un miratge australià a les aventures triomfants d'allò menut-d'objectes domèstics que cobren vida a través de la imaginació dels infants. Als contes, altament didàctics, de McFadyen les pinces de la roba furtades i deliberadament maltractades prenen cos i declaren un ethos nacional amb pretensions bíbliques. La família Pinça navega pel mon al seu "Ark", tot propagant un pensament antípoda, alegre i ingenu allà on van. Les Pinces mateixes-com a joguets fets a casa-representen la ingenuïtat imaginativa dels infants australians. Aquests són joguets que qualsevol infant pot construir, i així pot ser llegit com un anivellador social. El somni de fer-los cobrar vida pertany als decents i sans xiquets i les Pinces (com a famílies de postguerra sense pare, que pugnen per adequar-se als bons estàndards mundials).
Journal Of Literary Education, 2019
A genre approach to teaching lyric poetry is the subject of this essay. I have divided my discuss... more A genre approach to teaching lyric poetry is the subject of this essay. I have divided my discussion here into three parts. Part one contains a discussion and critique of genre theory as it relates specifically to the use of genre as a framework to teach poetry. Part two examines and problematizes the various ways lyric genre has been defined in literary theory. Part three outlines the methodology of teaching lyric poetry, including suggestions for engaging strategies that may be implemented in classrooms. More precisely, part one of the essay is guided by the following question: Why are genres important to the teaching of literature at school? Defining genres may be problematic; the main reason this has been a problem arises from the fact that genre theory has taken quite different directions, ranging from taxonomic approaches that tend to classify and describe relations between literary texts, to a cultural approach that use genres "to examine the dynamic relationship between genres, literary texts, and socio-culture-in particular, the way genres organize, generate, normalize, and help reproduce literary as well as non-literary social actions in dynamic, ongoing, culturally defined and defining ways" (Bawarshi & Reiff, 2010, p.23). Most of the contemporary scholarship on genre, however, see genre as a sort of interpretive framework; as the embodiment of a tacit 'pact' of reading between authors and readers that function as 'horizons of expectation' for readers. As Karl Canvat writes, in his book Enseigner la littérature par le genre. Pour une approche théorique et didactique de la notion de genre littéraire, this 'pact' defines an agreement, a contract with the reader, that allows the text to be identified, thus facilitating understanding; it helps to give form and meaning in the text (Canvat, 1999, p.115). Such an approach of genre offers a way of teaching literature that has the basic function of supporting and orienting the act of reading. To elaborate this, seeing genres as "instrument[s] not of classification or prescription, but of meaning" (Fowler, 1982, p.22), can be enlightening in the sense that teaching literature using genres involves teaching students how to draw upon generic rules in order to identify and describe relations between literary texts, to describe genre change as responding to socio-historically situated conditions, and to structure their perceptions of literary representations. Moreover, given that genres are not a set of rules that writers or readers must follow, but a set of conventions that change over time, I believe that a genre approach to teaching literature helps students to recognize both "a larger number of literary relationships that would not be noticed as long as there were no context established for them" (Frye, pp. 247-248) and the uniqueness of a literary text that exceeds genre conventions.
The next part is concerned in first place with the reasons for selecting lyric poetry as subject matter. Students, confused by the complexity of many poems, are often apprehensive about poetry. How can we instill a love of a subject that so many students find intimidating? To overcome this, we should foster a sense of poetry reading as identification and participation; we should expose students to a wide variety of poems that speak of our common human condition and experiences, enabling the reader to connect both to others and to his own inner self. With this in mind, and taking into account that the ability to talk about feelings is really important in adolescence, a highly emotionally charged time of life, I decided to focus on lyric poetry –i.e. the type of poetry which expresses personal emotions or feelings. In his introduction to lyric, Scott Brewster writes that “lyric [as a form] has proved a problematic case for genre theory. At times it is treated as a timeless, universal aesthetic disposition, at others it is identified as a generic category clearly defined by its subject matter, formal features and purposes” (Brewster, 2009, p.2). Given this skeptical attitude towards lyric, before addressing questions about poetry teaching, it seems crucial for me to proceed to a survey of the debates surrounding lyric poetry. Thus, part two of this essay also seeks to offer a polyphonic range of perspectives about the most prominent characteristics of lyric genre (“lyric” is the name of a genre or of a mode? – lyric is a mimesis of the experience of the poet? – what about the lyric addressee?). The final section of the essay suggests a sample lesson plan and student-centered activities intended to strengthen students’ understanding of lyric poetry. Jonathan Culler argues that “love poetry can easily stand as paradigmatic for the lyric tradition” (Culler, 2015, p.207). In line with this argument, the lesson plan focuses on lyric poems, from an array of different periods of the Western literary tradition, expressing variations of erotic or romantic love and consists of three key focus areas: the rhetoric of love poems (i.e, the structure and language features of the form) to explore the complexities of love; the musical component of lyric poetry; the role of the setting in erotic lyricism.
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didactic arrangements (different kinds of didactically based activities by students with children in a literary-aesthetic context) following the principles of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses Key Incident Analysis to ask which books the student teachers chose and how they read them, how they talked to and interacted with the children about them and how they shaped the reading situations. Finally, they asked how they reflected on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.
The findings indicate a misalignment between the objectives of intercultural education and the racial and ethnic representation of authors and their characters, especially protagonists. Furthermore, intercultural competence is not a major learning objective in the analyzed university syllabi. The choice of authors and picturebooks indicates a clear preference for white North American and European authors and white characters and protagonists. These findings highlight the need for teacher-educators, i.e., university instructors, to rethink the nature of their learning objectives and study content and to expand their reading lists with more diverse voices that challenge the traditional models that have historically left many ethnic groups misrepresented, under-represented, or fully omitted from school and university curricula.
Indeed, in the last several decades, children’s literature has become an
important focus of teaching and research in centres for literature and literary criticism, education, and library/information sciences in universities across the world
The recall and recognition tasks were constructed according to the Classical Test Theory of Question Analysis on a sample of 5th Grade Primary School pupils, who had seen this specific performance addressed to young spectators and were evaluated with the Factor Analysis method. For the evaluation of the quality of the questions, we took into consideration the difficulty coefficient of each question, the discriminant coefficient and the evaluation of the correlation level of expert construction via inquiry factor analysis and the internal validity coefficient.
The result of the above tasks was the creation of seven reliable and valid measurement tools, in which no gender effect is inferred.
freedom to imagine themselves different from the imposed social model. Modern quality literature aims to free childhood from these constraints through stories that encourage the free expression of one's personality. "Clothing and childhood" is one of the binomial in which these themes appear most evident. While developing different plots, each selected book tells a story enriched by several levels of reading, more or less evident, and this is also due to particularly accurate illustrations, capable of adding further nuances to the text. Furthermore, even if characterized by the symbolic presence of clothes, these picture books do not make them the narrative fulcrum. The case studies examined in this essay are a concrete example of the potential of the picture book as a vehicle to transmit complex concepts and stratifications of complementary or parallel meanings that emerge from the dynamic relationship of the text with the image. Each double page opens multiple, free interpretative paths
that can be taken at each reading as the eye catches new aspects and the thought opens up to new discoveries. The imaginary dress is one of the many parallel paths that it was possible to explore with these books to explore the possible interpretations of clothing in children's literature, highlighting above all how much garments are objects charged with metasignification or with projections of an identity in formation such as the one of children. In the traditional children's literature, directly or
indirectly, the theme of identity is strongly linked to clothes like in the Emperor's new clothes, where wearing or removing a dress symbolizes a social role, a personality, a state of mind, a defeat or a victory. It is an indispensable part of oneself. A self-projection. The modern children’s literary production tries to free the children from the yoke of the role and stereotypes, encouraging them to explore and interpret reality through the most familiar items around them: what they wear or what adults around them wear. The case studies in the essay prove how clothing becomes a symbol of a journey of self-discovery and affirmation of one's individuality in the world.
of age narrations to current and future literacies
inevitably led to the integration of a multi-focal thematic section entitled “Gender in Literature” in
the new Lyceum curriculum. This section truly captures the interest of adolescents, as it stimulates
the approach of literary texts and promotes constructive discussions that often lead to further
enjoyment of reading. On this base a collaboration between University of Athens and Anavryta Model
Lyceum was carried out in Literature class in both institutions. This article aims to present the main
stages of this cooperation on the subject of “Literary Representations of Women’s roles from
traditional to modern society”, as the institutional framework for teaching literature clearly supports
the historicity of texts. Besides explaining the rationale behind this educational action, we are
proposing a selection of literary texts that were used in class and presenting the objectives and
didactic methods practiced, the type of tasks assigned to the pupils as well as the skills developed by them. The paper insists on certain texts that are particularly valuable for this approach and offers examples of taking advantage of contextual elements. Finally, we are showing how this collaboration became a real example of extroversion for both institutions and we are attempting a comprehensive evaluation of this project and its impact within the students’ and teachers’ community
The paper aims to explore female portrayals in Pitzorno’s novels and their potential educational impact in reconsidering gender stereotypes and roles from an early age. Literature is one of the most influential tools in the construction of gender ideals and gender socialization. Consequently, positive female models – as Pitzorno’s characters – should be offered to young readers from an early age in order to foster an inclusive collective imagination about femininity.
For instance, Extraterrestre alla pari [Aliens on par] (1979) directly focuses on gender issues telling the story of a young alien coming from a planet where young boys and girls do not know their sex until they reach adulthood. For this reason, they are considered as gender-neutral beings. Likewise, L’incredibile storia di Lavinia [Lavinia and the magic ring] (1985) ironically retells Hans Christian Andersen’s The Little Match Girl working on humor and female agency. Finally, Principessa Laurentina [Princess Laurentina] (1990) deals with adolescence and family dynamics, offering different portrayals of female identity, from a young age to adulthood.
Because of the brilliant and nontraditional depiction of female figures and the deconstruction of gender canon in a simple but captivating way, Pitzorno’s novels should be internationally considered in primary school curriculums as a starting point to introduce gender diversity in reading programs and to discuss gender issues with the help of adult figures such as teachers, educators and parents.
Following the premise that literature is able to transmit particular values, these analyses have experimented with proposals that include the use of LGBTQ literature, especially picture books. Using a qualitative design, the purpose of the study was to introduce children’s literature that portrays LGBTQ characters and families to explore the perceptions of future teachers in the elementary classroom regarding queer culture, and the possibility of reading these picture books as instruments to interrupt heteronormativity and to tackle homophobia. It should be noted that this kind of interruption at the elementary level is often avoided, as it addresses sexual identity and it could be considered by some to be inappropriate for the elementary curriculum. The reality, however, is that sexual identity is included in early classrooms as heterosexuality: a single story of family and sexuality. Given the absence of inclusive and diversity practices that should have accompanied social policies, schools have in fact perpetuated the hostile and homophobic territory experienced by people who do not meet gender or sexuality expectations. Subsequently, a new model of queer pedagogy has emerged, demanding new proposals from schools at all levels: from curricular organisation to the types of readings pupils have access to.
There is no single answer to any of these questions, but the article will note some of the trends discernible over a range of texts published in English since the start of the century, and describe some of the challenges in writing texts about trans* experience in the future.
which texts, ways and methods can we integrate a balanced gender approach in to literary didactics? How and in which teaching approaches can we produce some powerful feminist readings of the literary texts,
whether they are texts long established by tradition, or contempora
ry and multimodal ones, belonging to popular culture? And how can
these concerns about feminism and gender be adequately addressed and embedded into the literature classroom? Although we knew that all the
previous questions could not be effectively addressed in one single issue, we still envisaged a publication with insightful contributions to the overall
theme of Feminism and Gender in Literary Education.
En las escuelas del Reino Unido, sigue existiendo una compartimentación de la asignatura de inglés en "lengua" y "literatura", evidente en las formas en que se enseña y evalúa la materia, así como en el grado en que el profesorado se percibe a sí mismo como docente de "lengua" o "literatura". En este artículo, sugerimos que un enfoque basado en la lingüística y la estilística cognitivas ofrece una gran cantidad de recursos a quienes desean integrar aspectos de los estudios lingüísticos y literarios en su enseñanza. Argumentamos que, en particular, la gramática cognitiva del discurso Text World Theory proporciona un conjunto accesible y útil de principios pedagógicos, y presentamos dos estudios de casos de investigación en colaboración con docentes que se basaron en la Text World Theory como modelo para pensar sobre la enseñanza de la gramática, la enseñanza de la literatura, el diseño de lecciones o charlas en el aula y su propia identidad como profesores de inglés. Los datos Ian Cushing & Marcello Giovanelli sugieren que este enfoque puede tener beneficios positivos para estudiantes que participan en el análisis lingüístico de alto nivel y en el desarrollo de respuestas a la literatura, y así como para docentes que piensan en el diseño de las lecciones y actividades.
A les escoles del Regne Unit, continua existint una compartimentació de l'assignatura d'anglés en "llengua" i "literatura", evident en les formes en què s'ensenya i s'avalua la matèria, així com en el grau en què el professorat es percep a si mateix com a docent de "llengua" o "literatura". En aquest article, suggerim que un enfocament basat en la lingüística i l'estilística cognitives ofereix una gran quantitat de recursos a aquelles persones que volen integrar aspectes dels estudis lingüístics i literaris en el seu ensenyament. Argumentem que, en particular, la gramàtica cognitiva del discurs Text World Theory proporciona un conjunt accessible i útil de principis pedagògics, i presentem dos estudis de casos d'investigació en col·laboració amb docents que es van basar en la Text World Theory com a model per pensar sobre l'ensenyament de la gramàtica, l'ensenyament de la literatura, el disseny de lliçons o xerrades a l'aula i la seua pròpia identitat com a professors d'anglès. Les dades suggereixen que aquest enfocament pot tenir beneficis positius per a estudiants que participen en l'anàlisi lingüística d'alt nivell i en el desenvolupament de respostes a la literatura, així com per a docents que pensen en el disseny de lliçons i activitats.
En l'obra de 1940, Pegmen Tales, d'Ella McFadyen el lector és testimoni d'un miratge australià a les aventures triomfants d'allò menut-d'objectes domèstics que cobren vida a través de la imaginació dels infants. Als contes, altament didàctics, de McFadyen les pinces de la roba furtades i deliberadament maltractades prenen cos i declaren un ethos nacional amb pretensions bíbliques. La família Pinça navega pel mon al seu "Ark", tot propagant un pensament antípoda, alegre i ingenu allà on van. Les Pinces mateixes-com a joguets fets a casa-representen la ingenuïtat imaginativa dels infants australians. Aquests són joguets que qualsevol infant pot construir, i així pot ser llegit com un anivellador social. El somni de fer-los cobrar vida pertany als decents i sans xiquets i les Pinces (com a famílies de postguerra sense pare, que pugnen per adequar-se als bons estàndards mundials).
The next part is concerned in first place with the reasons for selecting lyric poetry as subject matter. Students, confused by the complexity of many poems, are often apprehensive about poetry. How can we instill a love of a subject that so many students find intimidating? To overcome this, we should foster a sense of poetry reading as identification and participation; we should expose students to a wide variety of poems that speak of our common human condition and experiences, enabling the reader to connect both to others and to his own inner self. With this in mind, and taking into account that the ability to talk about feelings is really important in adolescence, a highly emotionally charged time of life, I decided to focus on lyric poetry –i.e. the type of poetry which expresses personal emotions or feelings. In his introduction to lyric, Scott Brewster writes that “lyric [as a form] has proved a problematic case for genre theory. At times it is treated as a timeless, universal aesthetic disposition, at others it is identified as a generic category clearly defined by its subject matter, formal features and purposes” (Brewster, 2009, p.2). Given this skeptical attitude towards lyric, before addressing questions about poetry teaching, it seems crucial for me to proceed to a survey of the debates surrounding lyric poetry. Thus, part two of this essay also seeks to offer a polyphonic range of perspectives about the most prominent characteristics of lyric genre (“lyric” is the name of a genre or of a mode? – lyric is a mimesis of the experience of the poet? – what about the lyric addressee?). The final section of the essay suggests a sample lesson plan and student-centered activities intended to strengthen students’ understanding of lyric poetry. Jonathan Culler argues that “love poetry can easily stand as paradigmatic for the lyric tradition” (Culler, 2015, p.207). In line with this argument, the lesson plan focuses on lyric poems, from an array of different periods of the Western literary tradition, expressing variations of erotic or romantic love and consists of three key focus areas: the rhetoric of love poems (i.e, the structure and language features of the form) to explore the complexities of love; the musical component of lyric poetry; the role of the setting in erotic lyricism.
didactic arrangements (different kinds of didactically based activities by students with children in a literary-aesthetic context) following the principles of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses Key Incident Analysis to ask which books the student teachers chose and how they read them, how they talked to and interacted with the children about them and how they shaped the reading situations. Finally, they asked how they reflected on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.
The findings indicate a misalignment between the objectives of intercultural education and the racial and ethnic representation of authors and their characters, especially protagonists. Furthermore, intercultural competence is not a major learning objective in the analyzed university syllabi. The choice of authors and picturebooks indicates a clear preference for white North American and European authors and white characters and protagonists. These findings highlight the need for teacher-educators, i.e., university instructors, to rethink the nature of their learning objectives and study content and to expand their reading lists with more diverse voices that challenge the traditional models that have historically left many ethnic groups misrepresented, under-represented, or fully omitted from school and university curricula.
Indeed, in the last several decades, children’s literature has become an
important focus of teaching and research in centres for literature and literary criticism, education, and library/information sciences in universities across the world
The recall and recognition tasks were constructed according to the Classical Test Theory of Question Analysis on a sample of 5th Grade Primary School pupils, who had seen this specific performance addressed to young spectators and were evaluated with the Factor Analysis method. For the evaluation of the quality of the questions, we took into consideration the difficulty coefficient of each question, the discriminant coefficient and the evaluation of the correlation level of expert construction via inquiry factor analysis and the internal validity coefficient.
The result of the above tasks was the creation of seven reliable and valid measurement tools, in which no gender effect is inferred.
freedom to imagine themselves different from the imposed social model. Modern quality literature aims to free childhood from these constraints through stories that encourage the free expression of one's personality. "Clothing and childhood" is one of the binomial in which these themes appear most evident. While developing different plots, each selected book tells a story enriched by several levels of reading, more or less evident, and this is also due to particularly accurate illustrations, capable of adding further nuances to the text. Furthermore, even if characterized by the symbolic presence of clothes, these picture books do not make them the narrative fulcrum. The case studies examined in this essay are a concrete example of the potential of the picture book as a vehicle to transmit complex concepts and stratifications of complementary or parallel meanings that emerge from the dynamic relationship of the text with the image. Each double page opens multiple, free interpretative paths
that can be taken at each reading as the eye catches new aspects and the thought opens up to new discoveries. The imaginary dress is one of the many parallel paths that it was possible to explore with these books to explore the possible interpretations of clothing in children's literature, highlighting above all how much garments are objects charged with metasignification or with projections of an identity in formation such as the one of children. In the traditional children's literature, directly or
indirectly, the theme of identity is strongly linked to clothes like in the Emperor's new clothes, where wearing or removing a dress symbolizes a social role, a personality, a state of mind, a defeat or a victory. It is an indispensable part of oneself. A self-projection. The modern children’s literary production tries to free the children from the yoke of the role and stereotypes, encouraging them to explore and interpret reality through the most familiar items around them: what they wear or what adults around them wear. The case studies in the essay prove how clothing becomes a symbol of a journey of self-discovery and affirmation of one's individuality in the world.
of age narrations to current and future literacies
inevitably led to the integration of a multi-focal thematic section entitled “Gender in Literature” in
the new Lyceum curriculum. This section truly captures the interest of adolescents, as it stimulates
the approach of literary texts and promotes constructive discussions that often lead to further
enjoyment of reading. On this base a collaboration between University of Athens and Anavryta Model
Lyceum was carried out in Literature class in both institutions. This article aims to present the main
stages of this cooperation on the subject of “Literary Representations of Women’s roles from
traditional to modern society”, as the institutional framework for teaching literature clearly supports
the historicity of texts. Besides explaining the rationale behind this educational action, we are
proposing a selection of literary texts that were used in class and presenting the objectives and
didactic methods practiced, the type of tasks assigned to the pupils as well as the skills developed by them. The paper insists on certain texts that are particularly valuable for this approach and offers examples of taking advantage of contextual elements. Finally, we are showing how this collaboration became a real example of extroversion for both institutions and we are attempting a comprehensive evaluation of this project and its impact within the students’ and teachers’ community
The paper aims to explore female portrayals in Pitzorno’s novels and their potential educational impact in reconsidering gender stereotypes and roles from an early age. Literature is one of the most influential tools in the construction of gender ideals and gender socialization. Consequently, positive female models – as Pitzorno’s characters – should be offered to young readers from an early age in order to foster an inclusive collective imagination about femininity.
For instance, Extraterrestre alla pari [Aliens on par] (1979) directly focuses on gender issues telling the story of a young alien coming from a planet where young boys and girls do not know their sex until they reach adulthood. For this reason, they are considered as gender-neutral beings. Likewise, L’incredibile storia di Lavinia [Lavinia and the magic ring] (1985) ironically retells Hans Christian Andersen’s The Little Match Girl working on humor and female agency. Finally, Principessa Laurentina [Princess Laurentina] (1990) deals with adolescence and family dynamics, offering different portrayals of female identity, from a young age to adulthood.
Because of the brilliant and nontraditional depiction of female figures and the deconstruction of gender canon in a simple but captivating way, Pitzorno’s novels should be internationally considered in primary school curriculums as a starting point to introduce gender diversity in reading programs and to discuss gender issues with the help of adult figures such as teachers, educators and parents.
Following the premise that literature is able to transmit particular values, these analyses have experimented with proposals that include the use of LGBTQ literature, especially picture books. Using a qualitative design, the purpose of the study was to introduce children’s literature that portrays LGBTQ characters and families to explore the perceptions of future teachers in the elementary classroom regarding queer culture, and the possibility of reading these picture books as instruments to interrupt heteronormativity and to tackle homophobia. It should be noted that this kind of interruption at the elementary level is often avoided, as it addresses sexual identity and it could be considered by some to be inappropriate for the elementary curriculum. The reality, however, is that sexual identity is included in early classrooms as heterosexuality: a single story of family and sexuality. Given the absence of inclusive and diversity practices that should have accompanied social policies, schools have in fact perpetuated the hostile and homophobic territory experienced by people who do not meet gender or sexuality expectations. Subsequently, a new model of queer pedagogy has emerged, demanding new proposals from schools at all levels: from curricular organisation to the types of readings pupils have access to.
There is no single answer to any of these questions, but the article will note some of the trends discernible over a range of texts published in English since the start of the century, and describe some of the challenges in writing texts about trans* experience in the future.
which texts, ways and methods can we integrate a balanced gender approach in to literary didactics? How and in which teaching approaches can we produce some powerful feminist readings of the literary texts,
whether they are texts long established by tradition, or contempora
ry and multimodal ones, belonging to popular culture? And how can
these concerns about feminism and gender be adequately addressed and embedded into the literature classroom? Although we knew that all the
previous questions could not be effectively addressed in one single issue, we still envisaged a publication with insightful contributions to the overall
theme of Feminism and Gender in Literary Education.
En las escuelas del Reino Unido, sigue existiendo una compartimentación de la asignatura de inglés en "lengua" y "literatura", evidente en las formas en que se enseña y evalúa la materia, así como en el grado en que el profesorado se percibe a sí mismo como docente de "lengua" o "literatura". En este artículo, sugerimos que un enfoque basado en la lingüística y la estilística cognitivas ofrece una gran cantidad de recursos a quienes desean integrar aspectos de los estudios lingüísticos y literarios en su enseñanza. Argumentamos que, en particular, la gramática cognitiva del discurso Text World Theory proporciona un conjunto accesible y útil de principios pedagógicos, y presentamos dos estudios de casos de investigación en colaboración con docentes que se basaron en la Text World Theory como modelo para pensar sobre la enseñanza de la gramática, la enseñanza de la literatura, el diseño de lecciones o charlas en el aula y su propia identidad como profesores de inglés. Los datos Ian Cushing & Marcello Giovanelli sugieren que este enfoque puede tener beneficios positivos para estudiantes que participan en el análisis lingüístico de alto nivel y en el desarrollo de respuestas a la literatura, y así como para docentes que piensan en el diseño de las lecciones y actividades.
A les escoles del Regne Unit, continua existint una compartimentació de l'assignatura d'anglés en "llengua" i "literatura", evident en les formes en què s'ensenya i s'avalua la matèria, així com en el grau en què el professorat es percep a si mateix com a docent de "llengua" o "literatura". En aquest article, suggerim que un enfocament basat en la lingüística i l'estilística cognitives ofereix una gran quantitat de recursos a aquelles persones que volen integrar aspectes dels estudis lingüístics i literaris en el seu ensenyament. Argumentem que, en particular, la gramàtica cognitiva del discurs Text World Theory proporciona un conjunt accessible i útil de principis pedagògics, i presentem dos estudis de casos d'investigació en col·laboració amb docents que es van basar en la Text World Theory com a model per pensar sobre l'ensenyament de la gramàtica, l'ensenyament de la literatura, el disseny de lliçons o xerrades a l'aula i la seua pròpia identitat com a professors d'anglès. Les dades suggereixen que aquest enfocament pot tenir beneficis positius per a estudiants que participen en l'anàlisi lingüística d'alt nivell i en el desenvolupament de respostes a la literatura, així com per a docents que pensen en el disseny de lliçons i activitats.
En l'obra de 1940, Pegmen Tales, d'Ella McFadyen el lector és testimoni d'un miratge australià a les aventures triomfants d'allò menut-d'objectes domèstics que cobren vida a través de la imaginació dels infants. Als contes, altament didàctics, de McFadyen les pinces de la roba furtades i deliberadament maltractades prenen cos i declaren un ethos nacional amb pretensions bíbliques. La família Pinça navega pel mon al seu "Ark", tot propagant un pensament antípoda, alegre i ingenu allà on van. Les Pinces mateixes-com a joguets fets a casa-representen la ingenuïtat imaginativa dels infants australians. Aquests són joguets que qualsevol infant pot construir, i així pot ser llegit com un anivellador social. El somni de fer-los cobrar vida pertany als decents i sans xiquets i les Pinces (com a famílies de postguerra sense pare, que pugnen per adequar-se als bons estàndards mundials).
The next part is concerned in first place with the reasons for selecting lyric poetry as subject matter. Students, confused by the complexity of many poems, are often apprehensive about poetry. How can we instill a love of a subject that so many students find intimidating? To overcome this, we should foster a sense of poetry reading as identification and participation; we should expose students to a wide variety of poems that speak of our common human condition and experiences, enabling the reader to connect both to others and to his own inner self. With this in mind, and taking into account that the ability to talk about feelings is really important in adolescence, a highly emotionally charged time of life, I decided to focus on lyric poetry –i.e. the type of poetry which expresses personal emotions or feelings. In his introduction to lyric, Scott Brewster writes that “lyric [as a form] has proved a problematic case for genre theory. At times it is treated as a timeless, universal aesthetic disposition, at others it is identified as a generic category clearly defined by its subject matter, formal features and purposes” (Brewster, 2009, p.2). Given this skeptical attitude towards lyric, before addressing questions about poetry teaching, it seems crucial for me to proceed to a survey of the debates surrounding lyric poetry. Thus, part two of this essay also seeks to offer a polyphonic range of perspectives about the most prominent characteristics of lyric genre (“lyric” is the name of a genre or of a mode? – lyric is a mimesis of the experience of the poet? – what about the lyric addressee?). The final section of the essay suggests a sample lesson plan and student-centered activities intended to strengthen students’ understanding of lyric poetry. Jonathan Culler argues that “love poetry can easily stand as paradigmatic for the lyric tradition” (Culler, 2015, p.207). In line with this argument, the lesson plan focuses on lyric poems, from an array of different periods of the Western literary tradition, expressing variations of erotic or romantic love and consists of three key focus areas: the rhetoric of love poems (i.e, the structure and language features of the form) to explore the complexities of love; the musical component of lyric poetry; the role of the setting in erotic lyricism.