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ERIC Number: ED361719
Record Type: Non-Journal
Publication Date: 1993-Mar-20
Pages: 5
Abstractor: N/A
Reference Count: N/A
Literature as Expression--Literature as Artifact: Which Pedagogy Did Our English Teachers Choose?
Ridings, Robert
Many American colleges and universities that train English majors for careers in secondary schools (Eastern Washington University, for example) expose students to two radically different modes of literature pedagogy. In the majority of courses, literature is approached as artifact and students are instructed in ways to analyze literary text, with particular attention devoted to texts that exemplify "the best that is known and thought in the world." Teacher-centered class sessions devote time to discovering common meaning in texts and developing literacy competency. In English methods courses, however, students are exposed to another model wherein the teacher's major responsibility is to help students find personal connections with texts and trust their own experiences. A study where teachers, students, and administrators were surveyed and graduate secondary English majors were interviewed found the "literature as artifact" approach dominated the classrooms of recent graduates and experienced teachers alike; however, teachers were also using a wide variety of activities such as free writing and reading logs which encouraged personal responses to reading instead of literary analysis. Recent graduates reported they would like to allow students more freedom in interpreting literary texts but are not comfortable breaking with the generally accepted model for fear of being stigmatized as radicals. (NH)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A