ERIC Number: ED215296
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Phenomenology of Reading: When Child and Curriculum Meet.
Proposing the meeting of student and curriculum as a dialogue, this paper explores that meeting as an active participation in which students both "hear" the voice of the curriculum and "speak" to it. The paper argues that for such a dialogue to occur, each participant's language must have not only ideas to share and questions to ask, but also spaces that invite the other to enter and contribute. It also suggests that a barrage of information and instructions from a teacher, the textbook, or another aspect of the curriculum might seem to the student to be more like an assault than an invitation to join in learning. The paper concludes with suggestions for ways that teachers can best participate in the dialogue between student and text. (FL)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reader Response; Reader Text Relationship
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).