Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future.
The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics:
literature and diversity;
digital literatures;
pedagogy and reader response;
mother tongues;
the business of reading;
publishers, adolescent fiction and censorship;
assessing responses to literature;
the changing definitions of literature and multimodal texts.
The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities.
International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.
Introduction Part One: Ways of Seeing, Ways of Teaching 1. The Literature Teacher as Restless Cartographer: Pedagogies for Cosmopolitan Ethical Explorations 2. 'The Dress of Thought': Analysing Literature Through a Linguistic Lens 3. Exploring and Analyzing Literature Through Multimodal Composition 4. London in Space and Time: Peter Ackroyd and Will Self 5. Beyond the Personal and the Individual: Reconsidering the Role of Emotion in Literature Learning 6. Assessing Response to Literature and the SOLO Taxonomy Part Two: Readers, Texts, and Contexts 7. Dialoguing Identities and Transnationalising the Space of the Australian Literature Classroom 8. Early Career English Teachers’ Perspectives on Teaching Literature in Secondary Schools 9. Rethinking Literature ‘Instruction’: An Experiment with Studen-Controlled Pedagogy and Animal Farm 10. ‘Whose English is this, Anyway?’ Mother Tongues and Literatures of the Borderlands 11. In Praise of Slow Learning in Literary Studies 12. Poetry Teaching in Malta: The Interplay between Teachers' Beliefs and Practices 13. The Social Construction of Meaning: Reading Animal Farm in the Classroom 14. Teaching and Learning from William Blake through the Lens of Critical Literacy 15. English Literature and Discursive Changes in Iran after the Islamic Revolution (1979) Part Three: Rationales for Teaching Literature 16. Reasons for Reading: Why Literature Matters 17. The Teacher’s Conundrum: Litereature for Adolescents in a Standards-Obsessed World 18. Devolving English Literature in Schools: 'Non-Stnadard' Approaches to the Literature Curriculum 19. Creating Readers: Improving the Study of Literature by Improving Recreational Reading Habits 20. The National Curriculum for English in England, Examined Through a Darwinian Lens
Professor Andrew Goodwyn is President of IFTE and Head of Education at The University of Bedfordshire and Emeritus Professor at the University of Reading, UK. Associate Professor Cal Durrant is a Faculty member at Murdoch University, Australia. Professor Louann Reid is Professor of English at Colorado State University, USA. Dr Lisa Scherff is a Faculty member at Cypress Lake High School, USA.
