Pedagogy Jan 2020

Thinking Critically, Thinking Again in Core Literature

Miriam Marty Clark

Abstract

Ideological transparency is an issue in core literature classes, particularly where teachers understand literature as social critique. This article argues that the critical and prosocial growth we hope students will achieve in a semester with us requires a longer and more incremental process, one in which literature courses have a limited but potentially meaningful role.

Journal
Pedagogy
Published
2020-01-01
DOI
10.1215/15314200-7879155
Open Access
Closed

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (3)

  1. Chick (2017)
    Beginning Where the Students Are Beginning
    Pedagogy
  2. Ore (2017)
    Pushback
    Pedagogy
  3. Sponenberg (2012)
    Introduction
    Pedagogy
Also cites 4 works outside this index ↓
  1. Brandenberger (2014)
    Prosocial Growth during College
    Journal of Moral Education  ↗
  2. Burke (1966)
    Terministic Screens
     ↗
  3. Hayot (2017)
    Then and Now
     ↗
  4. Kopelson (2003)
    Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)considered As a Co…
    College Composition and Communication  ↗
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