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ERIC Number: EJ776828
Record Type: Journal
Publication Date: 2007-Oct
Pages: 20
Abstractor: Author
Reference Count: 81
ISSN: ISSN-1467-5986
Reading Desire: From Empathy to Estrangement, from Enlightenment to Implication
Taylor, Lisa K.
Intercultural Education, v18 n4 p297-316 Oct 2007
The imperial hubris, insecurities and indifference of our bloody new millennium pose profound challenges to feminist anti-racist and anti-colonial educators. For those of us who turn to literature education to create spaces of sustained moral reflection, there is a particular challenge to think through the kinds of reading practices which might intervene in "the slow acculturation of imperialism" (Spivak, 1996, p. 248). This paper examines the politics of reception in a teacher education course focused on the development of critically reflexive approaches to teaching the burgeoning canon of "multicultural youth literature" slowly gaining entry in schools. Tracing the discursive context and the theoretical commitments of the course pedagogy in postcolonial and transnational feminist theory, feminist reader response and critical multicultural education, this narrative study evaluates the forms of reflexivity made possible within the structured dialogic spaces of the class as students reread their responses to the work of Marjane Satrapi and other Iranian and Arab feminists through a series of "lenses". In arguing the insufficiency of prevalent multicultural and reader response approaches to teaching transnational women's literature in schools, I argue for a recursive pedagogy that critically historicizes and situates an embodied ethics of reading. (Contains 16 notes.)
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A