Language and limits :resisting reform in English studies
- 作者: Tuman, Myron C.,
- 出版: Albany : State University of New York Press ©1998.
- 稽核項: 1 online resource (xv, 212 pages).
- 叢書名: SUNY series, literacy, culture, and learning
- 標題: Philologie anglaise Etude et enseignement. , English philology , Critical thinking , Étude et enseignement. , Philologie anglaise Étude et enseignement. , Philologie anglaise , Pensee critique Etude et enseignement. , Critical thinking Study and teaching. , Study and teaching. , Réforme. , Language and culture. , Enseignement Reforme. , LANGUAGE ARTS & DISCIPLINES , LANGUAGE ARTS & DISCIPLINES Linguistics -- General. , Enseignement Réforme. , Reforme. , Electronic books. , Pensee critique , LinguisticsGeneral. , Educational change. , Etude et enseignement. , Langage et culture. , English philology Study and teaching. , Enseignement , Pensée critique Étude et enseignement. , Pensée critique
- ISBN: 058505617X , 9780585056173
- ISBN: 0791436519 , 0791436527
- 試查全文@TNUA:
- 附註: Includes bibliographical references (pages 205-210) and index. 1. Lying Cretans, or the Paradox of Critical Thinking -- 2. Reading, Writing, and Resistance -- 3. Deep Reading and Writing -- 4. Metaphor, Culture, and Play -- 5. The Emperor's New Clothes: A Tale of Resistance -- 6. Literature as Local Practice -- 7. "They Say That, But": Writing Instruction as Local Practice -- 8. "Shaped by the Rules": The Resistant Class -- 9. Vico's Voice, or Beyond Critical Pedagogy.
- 摘要: What could be more commonsensical than the notion that students need to become more critical readers and writers, subjecting the ideas, beliefs, and attitudes they encounter to closer, "critical" scrutiny? Yet is not the deep suspicion of common sense one of the founding principles of critical pedagogy? Here at last is a book that attempts to look closely at the broad cultural and historical assumptions behind efforts to remake how we teach both composition and literature, in the latter case, how the rooting out of authorial or textual bias is replacing traditional notions of identification and empathy. The result is a broad cultural history of English studies and how its distinctive notion of deep language has fostered a special kind of resistance to reforms over the last two hundred years. -- Provided by publisher.
- 電子資源: https://dbs.tnua.edu.tw/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=5458
- 系統號: 005282710
- 資料類型: 電子書
- 讀者標籤: 需登入
- 引用網址: 複製連結
What could be more commonsensical than the notion that students need to become more critical readers and writers, subjecting the ideas, beliefs, and attitudes they encounter to closer, "critical" scrutiny? Yet is not the deep suspicion of common sense one of the founding principles of critical pedagogy? Here at last is a book that attempts to look closely at the broad cultural and historical assumptions behind efforts to remake how we teach both composition and literature, in the latter case, how the rooting out of authorial or textual bias is replacing traditional notions of identification and empathy. The result is a broad cultural history of English studies and how its distinctive notion of deep language has fostered a special kind of resistance to reforms over the last two hundred years.
來源: Google Book
來源: Google Book
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