NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1248228
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1946
EISSN: N/A
Why Are We Reading This? Hermeneutic Inquiry into the Practice of Teaching (with) Literature
Schaufele, Morgan
Educational Studies: Journal of the American Educational Studies Association, v56 n2 p145-159 2020
Drawing upon my own experiences as a high school English Language Arts teacher, I seek a satisfying response to offer students when they ask, "Why are we reading this?" Such a query often leads teachers and students to consider broader questions of the purposes of literature. This paper presents a hermeneutic exploration of the practice of teaching (with) literature in the high school classroom. Using the writings of Gadamer (1989/2013) and Sumara (1996, 2002), and their conceptualizations of aesthetic (literary) experience, I outline a process of engaging with students in their desire to understand their roles as readers in the classroom. In doing so, I make an argument for playful and dialogic interactions between reader and text -- an approach that both retains the integrity of aesthetic experience, and also invites a relational pedagogy among those who share a literary reading.
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 - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A