Abstract

Rather than considering (or dismissing) classroom anthologies according to their author/text selection alone, this article underscores the anthology editorial apparatus as a key, tactical part of anthologies and their pedagogical use. The author outlines a pedagogical approach that asks students to analyze anthology apparatus texts and ultimately create their own, challenging students to consider the implications of constructing an American canon as well as the rhetorical challenge of defining and justifying it. The final part of the article includes example assignments, as well as student responses that show critical engagement with canon re/construction.

Journal
Pedagogy
Published
2012-10-01
DOI
10.1215/15314200-1625271
Open Access
Closed
Topics

Citation Context

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Cites in this index (4)

  1. Pedagogy
  2. Pedagogy
  3. Pedagogy
  4. College English
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  5. Cultural Capital: The Problem of Literary Canon Formation
  6. Which America Is Ours?: Marti’s ‘Truth’ and the Foundations of ‘American Literature.’
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  7. Literacy and Orality in Our Times
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  8. What Do We Learn about Difference from the Scholarship on Gender?
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  9. Canonizing the Canonizer: A Short History of the Norton Anthology of English Literature
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