Examines testimonies of teachers to determine how and by whom a teacher/scholar's authority is defined in the teaching of texts of different cultures. Looks at how teachers make themselves invisible and discusses some of the ways in which pedagogy and scholarship demand or allow for this (in)visibility through concealment or disclosure of personal…

Education's purpose is to cultivate minds and characters, affirm ethical normality, and help young people develop moral and intellectual discernment. Such an education demands rigorous examination of and conversations about great literary works from the classical age to the present era. (MLH)

Considers how the events of September 11th made fear drive students away from acceptance and interest in what was before a cultural learning experience. Discusses students' reactions to Chinua Achebe's novel "Things Fall Apart," which depicts colonization from the point of the Ibo people. Concludes that curriculum may need to address…

Describes a high school world literature course. Outlines four "destinations" for topics including: searching for meaning; injustice; romantic love; and border crossing. Discusses teaching techniques and literature the author uses to teach the class. (SG)

Examines mother imagery from the Finnish mythological epic "Kalevala," and describes how they offer healing imagery for understanding and acceptance of one's own mother and subsequently one's self. Offers background to the "Kalevala" itself, its language and to warriors, shamans, and sages in general. Examines seven mother…

This document discusses how insights and knowledge gained from the author's stay in India have been applied to developing a course plan for a "World Literature I" course. Following a brief introduction, the document describes using "The Bhagavadgita" and "Hindu Myths," points out some of the general questions which…

Historical, literary, and political retrospective on French-American relations. (Text is in French.) (DB)

Each culture advances its own inflected narrative rejoinder to the issues that have confronted it from both time immemorial and in recent developmental history. The important aspect of such a process, however, is that "mythic narratives" allow for answers to be advanced to pressing needs that any particular society may consider…

Quotations from a variety of literature are used to illustrate the perspective that English instruction, as part of the humanities curriculum, has an essential place in the college curriculum and is indeed relevant to modern higher education. (MSE)

Explains some of the problems of teaching non-Western literature in a substantially Western educational curriculum, but indicates how it might be done nevertheless. (Editor)

Presents a brief historical overview of the development of Polish literature in exile with emphasis on publishing. The upheaval of World War II left many Poles outside their native land. They have created a flourishing press and literature, with 21 Polish houses outside of Poland and other active presses. (SLD)

Explores two questions raised by the tendency to treat works in translation as though they were written originally in English: (1) the political and cultural costs of this approach, such as what knowledges or practices it makes possible or eliminates; and (2) what pedagogy can be developed to address the issue of translation. (TB)

Addresses the evolution of the most authoritative and widely used textbook in world literature courses in the United States, "The Norton Anthology of World Masterpieces." Questions if the "Norton Anthology" has provided educators who are committed to the teaching of world literature from non-Eurocentric perspectives with a…

Suggests teachers pair works by American writers with works from other cultures that share a common thematic link or central issue. Puts this into practice by pairing texts that illustrate some of the potential for a blended curriculum of both American and non-Western writers. (SG)