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Literary sociability: a transnational perspective

journal contribution
posted on 2019-01-01, 00:00 authored by C Mello, Brenton DoeckeBrenton Doecke, L McLean Davies, L Buzacott
This essay begins with vignettes showcasing the pedagogy of three teachers of literature in contrastive settings (one in Brazil, two in Australia). These act as prompts for a transnational dialogue between us that unfolds in our writing of this essay. The aim is not to assess or make judgements about the quality of the teaching presented but to identify and explore the assumptions we share about the value of literature teaching across the languages and national contexts that divide us. We argue the primacy of language as a social phenomenon, characterising the exchanges around literary texts in each classroom as forms of “literary sociability”.

History

Journal

English in education

Volume

53

Issue

2

Pagination

175 - 189

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

0425-0494

eISSN

1754-8845

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, National Association for the Teaching of English

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