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ERIC Number: EJ1087192
Record Type: Journal
Publication Date: 2015
Pages: 38
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0007-8034
Violating Pedagogy: Literary Theory in the Twenty-First Century College Classroom
Johnson, Heather G. S.
CEA Forum, v44 n2 p37-74 Sum-Fall 2015
"Violating Pedagogy: Literary Theory in the Twenty-first Century College Classroom" discusses the challenge of teaching literary theory to undergraduate and graduate students in a cultural atmosphere that may at times feel simultaneously anti-intellectual and overpopulated with competing scholarly concerns. Approaching theory as a guiding force for individualized inquiry, we can embrace the fragmentation of the field by organizing courses according to major topics of interest that are addressed by multiple schools and movements, allowing for idiosyncratic theoretical fusions to occur. Further, the teacher of literary theory can assist students by acknowledging that the study of theory can be enlightening but also intellectually disruptive, creating more questions than it answers and forcing investigators (including the instructor) to reassess their own systems of belief in ways that may be disquieting or even painful.
College English Association. Web site: http://www.cea-web.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A