ERIC Number: EJ1048185
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 29
The Rise of the Unsaid: Spaces in Teaching Postcolonial Literature
Abdul-Jabbar, Wisam Kh.
Teachers and Teaching: Theory and Practice, v21 n2 p221-231 2015
Teaching postcolonial literature can be a daunting undertaking that teachers may try to avoid. This article explores three problems that teachers may confront in teaching postcolonial texts. The first problem deals with which literary text to choose and the criteria that may help teachers anchor their choices. Second, in response to the question of how teachers pedagogically assist students to correct preconceived notions and deconstruct stereotypes, this article proposes three stages of creating and recreating spaces that interact and ultimately assist students generate meaning. Students move from prior knowledge into an informed reality guided by the teacher and then into the world of the text in a process that involves collaborative learning, reinventing conceptual realities and the concretization of literary texts. Third, I examine how to approach postcolonial texts by utilizing Iser's aesthetic act of reading. The work posits a teaching model of three phases that help students interact and eventually unlock assumed unfamiliarity with postcolonial texts.
Descriptors: Literature, Literature Appreciation, Teaching Methods, Instructional Material Evaluation, Reading Material Selection, Misconceptions, Stereotypes, Reader Response, Educational Strategies, Educational Theories, Educational Practices, Cooperative Learning, Theory Practice Relationship, High School Students, Secondary School Teachers, Teaching Skills
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Authoring Institution: N/A