TY - BOOK ID - 7540244 TI - Literary Praxis : A Conversational Inquiry into the Teaching of Literature AU - Ven, Piet-Hein van de. AU - Doecke, Brenton. PY - 2011 SN - 946091585X 9460915868 9786613695857 1280785462 PB - Rotterdam : SensePublishers : Imprint: SensePublishers, DB - UniCat KW - Literature -- Study and teaching -- Australia. KW - Literature -- Study and teaching -- Netherlands. KW - Literature -- Study and teaching. KW - Languages & Literatures KW - Education KW - Social Sciences KW - Literature - General KW - Education, Special Topics KW - Literature KW - Study and teaching KW - Belles-lettres KW - Western literature (Western countries) KW - World literature KW - Education. KW - Literacy. KW - Philology KW - Authors KW - Authorship KW - Illiteracy KW - General education KW - Study and teaching. KW - Literature, Modern KW - Language arts UR - https://www.unicat.be/uniCat?func=search&query=sysid:7540244 AB - Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary ‘praxis’ that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of ‘praxis’ to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). They step back from a judgmental stance, and try to understand what it means to teach literature in other educational settings than their own. The essays in this collection show the complexities of literature teaching as a form of professional praxis, exploring the intensely reflexive learning in which teachers engage, as they induct their students into reading literary texts, and reflect on the socio-cultural contexts of their work. ER -