Associate Editorâs Introduction George Drake Like many of our roundtables, the reviews of Allen Carey-Webbâs Literature and Lives serve, as Jeraldine Kraver notes, as an occasion for critical reï¬ection on . Kraver situates Carey-Webbâs 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 âreal world,â and David Swerdlow discusses Carey-Webbâs 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-Webbâs can be both. Their reï¬ections 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, oï¬ers 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
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Apr 1, 2003
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