Pedagogic Criticism

Beschreibung

This book argues that the history of English Studies is embedded in its classroom practice, and its practice in its history. Some of its foundational struggles are still being lived out today. English is characterized as a ‘boundary’ subject, active in dialogue across a number of imagined borders, especially those between academic and non-specialized readerships. While the subject discipline maintains strong pedagogic principles, many of its principles and values are obscure or even invisible to students and potential students. The book cross-fertilizes the study of English as a subject with the analysis of selected literary texts read as pedagogic parables. It concludes with a call for a return to the subject’s pedagogic roots. 
This book argues that the history of English Studies is embedded in its classroom practice, and its practice in its history. Some of its foundational struggles are still being lived out today. English is characterized as a ‘boundary’ subject, active in dialogue across a number of imagined borders, especially those between academic and non-specialized readerships. While the subject discipline maintains strong pedagogic principles, many of its principles and values are obscure or even invisible to students and potential students. The book cross-fertilizes the study of English as a subject with the analysis of selected literary texts read as pedagogic parables. It concludes with a call for a return to the subject’s pedagogic roots. 

The book cross-fertilizes the study of English as a subject with the analysis of selected literary texts read as pedagogic parables Argues that the history of English Studies is embedded in its classroom practice, and its practice in its history Author is one of the leading authorities in the area of English studies and pedagogy

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Ben Knights

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“Woven from a career of researching and teaching literature, this warm, wise, thought-provoking, profound, subtle and rewarding book should be read and discussed by the whole profession. The book’s quiet but assured originality lies in the braiding together of a challenging genealogy of English as a discipline, a deep understanding of the entwining of criticism and pedagogy, and an astute focus on the threads which bind our singular subject. Gently enacting in prose the production of shared meaning that occurs in teaching, Pedagogic Criticism marks a novel form of theoretical understanding that both grows from and returns to the experience of teaching and learning literature.” (Robert Eaglestone, Professor at Royal Holloway, University of London, UK)

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