Overview
- Editors:
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Piet-Hein van de Ven
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Radboud University, Nijmegen, The Netherlands
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Brenton Doecke
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Deakin University, Melbourne, Australia
- Written by experts, Gives a modern approach, Comprehensive in Scope
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Table of contents (14 chapters)
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Comparatively Speaking
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- Piet-Hein van de Ven, Brenton Doecke
Pages 3-8
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- Piet-Hein van de Ven, Brenton Doecke
Pages 9-20
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Teaching and Reflecting
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- Ramon Groenendijk, Mies Pols, Piet-Hein Van De Ven
Pages 43-67
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Reading and Rereading
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Front Matter
Pages 107-107
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- Anne Turvey, John Yandell
Pages 151-167
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Continuing the Conversation
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Front Matter
Pages 217-217
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- Piet-Hein van de Ven, Brenton Doecke
Pages 219-225
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Back Matter
Pages 227-234
About this book
Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary ‘praxis’ that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of ‘praxis’ to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). They step back from a judgmental stance, and try to understand what it means to teach literature in other educational settings than their own. The essays in this collection show the complexities of literature teaching as a form of professional praxis, exploring the intensely reflexive learning in which teachers engage, as they induct their students into reading literary texts, and reflect on the socio-cultural contexts of their work.
Editors and Affiliations
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Radboud University, Nijmegen, The Netherlands
Piet-Hein van de Ven
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Deakin University, Melbourne, Australia
Brenton Doecke
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