ERIC Number: EJ1161090
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reading between the Lines of Reader Response: Constructing "The Other" through the Aesthetic Stance
Schieble, Melissa B.
Changing English: Studies in Culture and Education, v17 n4 p375-384 2010
In this article, the author challenges English teachers of literature to examine applications of reader response theory in teaching reading which posit that readers approach a text from two stances: "aesthetic" (emotional) or "efferent" (literal). The essay presents a case study of pre-service English teachers and adolescents' web-based discussions about a work of young adult fiction based on a transgendered character. The study highlights how the pre-service teachers' framing of questions about the book provoked the adolescents to adopt an aesthetic stance with the text that effectively "othered" transgenderism, leaving potential opportunities for critical reflection and analysis of gender and sexuality unexamined.
Descriptors: Reader Response, English Teachers, English Literature, Reading Instruction, Reading Strategies, Emotional Response, Case Studies, Literature Appreciation, Preservice Teachers, Adolescent Attitudes, Adolescent Literature, Student Teacher Attitudes, Computer Mediated Communication, Questioning Techniques, Sexual Identity, Controversial Issues (Course Content), Didacticism, Literary Criticism, Qualitative Research, Focus Groups, Semi Structured Interviews
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A