Literature, Lives, and Teachers

Literature, Lives, and Teachers Associate Editor’s Introduction George Drake Like many of our roundtables, the reviews of Allen Carey-Webb’s Literature and Lives serve, as Jeraldine Kraver notes, as an occasion for critical reflection on . Kraver situates Carey-Webb’s approach in the spectrum of contemporary pedagogical theories as well as addresses the vexed issue of political alignment in the classroom. John Allen explores the issue of isolation, both of the individual teacher from other teachers and of the classroom from the “real world,” and David Swerdlow discusses Carey-Webb’s book in the context of curriculum design. Previous roundtables have covered both textbooks and works on pedagogical theory, and the present reviewers remind us that a book like Carey-Webb’s can be both. Their reflections have helped me better understand a question I have been concerned with for some time: how do we prepare graduate students to teach literature? The department in which I teach, like many smaller programs, offers an M.A. in English for a limited number of graduate students. Most of our graduate students receive teaching assistantships governed by the usual economy: they teach composition sections cheaply. None of them teaches litera: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 3, Number http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

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Publisher
Duke University Press
Copyright
Copyright 2003 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
D.O.I.
10.1215/15314200-3-2-304
Publisher site
See Article on Publisher Site

Abstract

Associate Editor’s Introduction George Drake Like many of our roundtables, the reviews of Allen Carey-Webb’s Literature and Lives serve, as Jeraldine Kraver notes, as an occasion for critical reflection on . Kraver situates Carey-Webb’s approach in the spectrum of contemporary pedagogical theories as well as addresses the vexed issue of political alignment in the classroom. John Allen explores the issue of isolation, both of the individual teacher from other teachers and of the classroom from the “real world,” and David Swerdlow discusses Carey-Webb’s book in the context of curriculum design. Previous roundtables have covered both textbooks and works on pedagogical theory, and the present reviewers remind us that a book like Carey-Webb’s can be both. Their reflections have helped me better understand a question I have been concerned with for some time: how do we prepare graduate students to teach literature? The department in which I teach, like many smaller programs, offers an M.A. in English for a limited number of graduate students. Most of our graduate students receive teaching assistantships governed by the usual economy: they teach composition sections cheaply. None of them teaches litera: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 3, Number

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and CultureDuke University Press

Published: Apr 1, 2003

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