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”.
Photo by Priscilla Du Preez on Unsplash
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.
Read the Original
This page is a summary of: Literary sociability: a transnational perspective, English in Education, January 2019, Taylor & Francis, DOI: 10.1080/04250494.2018.1561149.
You can read the full text:
The following have contributed to this page