What is it about?
This essay begins with vignettes showcasing the pedagogy of three teachers of literature in contrastive settings (one in Brazil, two in Australia). These act as prompts for a transnational dialogue between us that unfolds in our writing of this essay. The aim is not to assess or make judgements about the quality of the teaching presented but to identify and explore the assumptions we share about the value of literature teaching across the languages and national contexts that divide us. We argue the primacy of language as a social phenomenon, characterising the exchanges around literary texts in each classroom as forms of “literary sociability”.
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Why is it important?
The way teachers and students interact in classrooms build a pedagogical setting that is important for the promoting of literary reading in a social dimension.
Perspectives
The transnational perspective used in the approach of this article showed that the dialogue with researchers from different countries may be important to understand configurations of concrete teaching contexts from which important conclusions can be abstracted.
CLAUDIO MELLO
Universidade Estadual do Centro-Oeste
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This page is a summary of: Literary sociability: a transnational perspective, English in Education, January 2019, Taylor & Francis,
DOI: 10.1080/04250494.2018.1561149.
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