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“Broadly Representative”? The MLA's Approaches to Teaching World Literature Series

“Broadly Representative”? The MLA's Approaches to Teaching World Literature Series “Broadly Representative”? The MLA’s Approaches to Teaching World Literature Series Sheree Meyer The Modern Language Association’s (MLA’s) Approaches to Teaching World Literature series began in 1980 with the publication of Approaches to Teach- ing Chaucer’s “Canterbury Tales.” According to the MLA’s “Guidelines for Editors of Series Volumes”: “Each volume is divided into two parts: ‘Materi- als’ and ‘Approaches.’ Volumes are broadly representative in the range of their contributors, in the critical orientations presented, and in the types of schools, students, and courses considered” (Gibaldi 1998). Since “the series is intended to serve non-specialists, inexperienced as well as experienced teachers, grad- uate students as well as senior professors” (Gibaldi 1998), and each volume editor summarizes surveys of members of the field, the series provides an excellent opportunity for interrogating what the teaching of literature looks like at different types of institutions and proves useful in graduate student training. It also invites us to question what it means to be “broadly representa- tive.” The series’ seemingly democratic nature, both in the way that individ- ual volumes are generated and in the way that they seek to represent a plural- ity of shareholders in literary studies, itself prompts a critique of its http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

“Broadly Representative”? The MLA's Approaches to Teaching World Literature Series

Meyer, Sheree
Pedagogy , Volume 3 (1) – Jan 1, 2003
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Copyright
© 2003 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-3-1-21
Publisher site
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Abstract

“Broadly Representative”? The MLA’s Approaches to Teaching World Literature Series Sheree Meyer The Modern Language Association’s (MLA’s) Approaches to Teaching World Literature series began in 1980 with the publication of Approaches to Teach- ing Chaucer’s “Canterbury Tales.” According to the MLA’s “Guidelines for Editors of Series Volumes”: “Each volume is divided into two parts: ‘Materi- als’ and ‘Approaches.’ Volumes are broadly representative in the range of their contributors, in the critical orientations presented, and in the types of schools, students, and courses considered” (Gibaldi 1998). Since “the series is intended to serve non-specialists, inexperienced as well as experienced teachers, grad- uate students as well as senior professors” (Gibaldi 1998), and each volume editor summarizes surveys of members of the field, the series provides an excellent opportunity for interrogating what the teaching of literature looks like at different types of institutions and proves useful in graduate student training. It also invites us to question what it means to be “broadly representa- tive.” The series’ seemingly democratic nature, both in the way that individ- ual volumes are generated and in the way that they seek to represent a plural- ity of shareholders in literary studies, itself prompts a critique of its

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2003

References