Abstract
Examines classroom dialog about arranged marriages in Ali Ghalem’s “A Wife for My Son” (as well as several other postcolonial, nonwestern texts) as a means of defining and sharing appropriate curricular and pedagogical modes for classroom discourse and discussion. Urges rethinking the boundaries of English studies and redefining the study of literature more broadly.
- Journal
- College English
- Published
- 1997-02-01
- DOI
- 10.58680/ce19973616
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