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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 Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 3, Number 1, © 2003 Duke University Press 21 consciously choosing in a world that is seen as background. In turn, the subject(s) of ideology are the conditions and effects of the group as a group. It is impossible, of course, to mark off a group as an entity without sharing complicity with its ideological definition. A persistent critique of ideology is thus forever incomplete. The Approaches series addresses such a group and, in so doing, constitutes that group; it is “ideology in action.” How does one fairly represent the broadly representative while subjecting it to critique? Because the series contains seventy-three volumes as of this writing, I have narrowed the focus of this review to twenty that are suggestive of the series as a whole. My criteria include the historical range of the series (1980–2002) and its literary texts; the range of genres and modes (fiction, poetry, drama); the range of national literatures; and the gender, racial, and ethnic diversity of the authors covered. Chronologically, this discussion covers the series from the volume on Dante’s Divine Comedy (Slade 1982) to the one on shorter Elizabethan poetry http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

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

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Publisher
Duke University Press
Copyright
Copyright 2003 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-3-1-21
Publisher site
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Abstract

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 3, Number 1, © 2003 Duke University Press 21 consciously choosing in a world that is seen as background. In turn, the subject(s) of ideology are the conditions and effects of the group as a group. It is impossible, of course, to mark off a group as an entity without sharing complicity with its ideological definition. A persistent critique of ideology is thus forever incomplete. The Approaches series addresses such a group and, in so doing, constitutes that group; it is “ideology in action.” How does one fairly represent the broadly representative while subjecting it to critique? Because the series contains seventy-three volumes as of this writing, I have narrowed the focus of this review to twenty that are suggestive of the series as a whole. My criteria include the historical range of the series (1980–2002) and its literary texts; the range of genres and modes (fiction, poetry, drama); the range of national literatures; and the gender, racial, and ethnic diversity of the authors covered. Chronologically, this discussion covers the series from the volume on Dante’s Divine Comedy (Slade 1982) to the one on shorter Elizabethan poetry

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press

Published: Jan 1, 2003

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