In The Teaching Archive: A New History for Literary Study Dr. Rachel Sagner Buurma and Dr. Laura Heffernan turn to archives from the actual classrooms of major literary critics of the past century to see what the available course documents tell about the history of the teaching of literature. This approach contrasts with existing histories, such as Gerald Graff’s Professing Literature, which are based on archives of published works about teaching rather than archives of teaching itself. While this book will naturally interest literature teachers most, I think that Buurma and Heffernan’s methods and findings have wider implications across academia. Every discipline has a pedagogical past to learn from and a future to archive for.
In our conversation below, Sheridan Blau and I discuss how education changes not just what a person knows and can do but who a person is. Learning carpentry makes someone […]
In Teaching Transformation: Transcultural Classroom Dialogues, Dr. AnaLouise Keating presents an antiracist pedagogy that is invitational rather than oppositional. Director of the Multicultural Women’s and Gender Studies doctoral program at Texas Women’s University, Keating […]
I am happy to share that my essay, “The State of Scholarship on Teaching Literature,” recently appeared in one of my favorite journals, Pedagogy. In this post, I want to reiterate a couple […]
Why do you teach what you teach? Why should students study what you teach? How do you help them see that? To answer this for my own discipline, I’ve been researching recent apologias for literature, defenses of reading or teaching literature written since, say, around the turn of the century.
Laura L. Runge shares practical advice on writing pedagogical articles on teaching literature, based on her experience editing the pedagogy section of a scholarly journal on literature. In some ways, pedagogical articles are similar to other scholarly articles on literature. In other ways, they differ.