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ERIC Number: EJ920708
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: ERIC
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0882-4843
The Wreading Experiment: Performative Strategies for Teaching Women's Innovative Poetries
Carr, Emily
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v20 n3 p183-203 2010
In this article, the author describes an upper-level, special topics English course she designed as a "workshop" in "wreading" contemporary women's innovative poetries. She was inspired to "wreading" by Charles Bernstein's essay "Creative Wreading: A Primer," in which he offers interactive and reactive responses to assigned texts as the grounds for subsequent critical interpretations and argues that "you can't interpret what you don't experience." "Wreading" thus implies not only a merging of the acts of reading and writing but also, and more importantly, an investment in experiential learning. The author's primary pedagogical goals for this course were twofold: (1) to unsettle students' reading habits and offer them strategies for approaching the poem as a process rather than a product, asking, "How is it made?" rather than "What does it mean?"; and (2) to illustrate to students their responsibility as university students and as, specifically, students in an English classroom, to intervene in the discursive practices that make such assumptions about women's writing possible, to, in effect, talk back to the white male heterosexual discourse that continues to dominate Culture-at-Large. Poetry is a particularly apt medium for this lesson because students are so unfamiliar with it and, for the most part, have very little notion of the wide range in contemporary poetic praxis. (Contains 5 notes.)
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada