Beyond the Schools Approach

Pedagogy Oct 2016

Jesper Gulddal University of Newcastle Australia

Abstract

This article presents a three-stage critique of the “schools approach” to teaching literary theory at the undergraduate level. First, it demonstrates the continued dominance of this approach both in teaching programs and in the textbook literature. Second, it discusses the approach's pedagogical shortcomings. Third, it presents a teaching approach better suited to encourage active theoretical reflection.

Journal: Pedagogy
Published: 2016-10-01
DOI: 10.1215/15314200-3600765
Open Access: Closed
Topics: multilingual writers

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