American Parapedagogy for 2000 and Beyond: Intertextual, International, Industrial Strength

Vandersee, Charles

doi:10.1093/alh/6.3.409

Cited by 2 publications

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“…Los defensores de la apertura del canon a nuevas voces rechazan de plano tal comparación, buscando nuevas fórmulas de entendimiento entre el canon tradicional y la incorporación de nuevos textos al aula. Tanto Martha Cutter (1995), Anne Stavney (1995), Charles Vandersee (1994) o más recientemente Beach, Appleman, Hynds y Wilhelm (2011), Owen (2011) o Sullivan (2013) proponen que la mejor manera de introducir un texto no canónico en el aula es exponerlo en un diálogo con otras voces de ese mismo periodo o periodos distintos, canónicas o no, para apreciar la distinta o similar visión que de una experiencia particular o hecho histórico determinado presenta cada autor. De esta manera, no se crea un canon paralelo, sino I S S N : 1 9 8 8 -8430 que se extiende el canon a la literatura, autores y comunidades que antes no aparecían representadas.…”

Section: El Canon En Nuestra Aula De Literatura Norteamericanaunclassified

American Literature for Millennial and Centennial Undergraduates: Reflections upon an Eclectic Teaching Model / La literatura norteamericana para universitarios millennials y centennials: : Reflexiones en torno a un modelo ecléctico de enseñanza

Serrano¹

2019

Tejuelo

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La cuestión del canon en aula de literatura norteamericana de la universidad española ha estado, con toda lógica, influida por las denominadas ‘Guerras Culturales’ que desde los años noventa del siglo pasado se han librado en Estados Unidos entre los partidarios de mantener una tradición próxima al pensamiento dominante y los que han intercedido por la apertura de esa tradición a voces obliteradas. Partiendo de la definición de lo literario frente a lo no literario, este trabajo se adentra en las distintas corrientes que han determinado el canon literario de ese país y las que lo han rechazado por dejar sin voz a determinados grupos (mujeres, inmigrantes, clase trabajadora, o minorías étnicas, raciales o de orientación sexual). Ante los desafíos que representan una nueva generación de alumnos universitarios españoles, los denominados millennials y centennials, mucho más receptivos a las creaciones del ‘Otro’ -independientemente de si esas creaciones son distintivas, por su origen o por su carácter formal, de lo entendido como literario,- reflexionamos sobre la necesidad de abogar por una aproximación docente de corte ecléctica a la creación artísticas estadounidense, conjugando el requisito de conocer las obras canónicas con estudiar también en nuestras aulas aquellas que la tradición ha denostado. Abstract The question of the canon in American Literature classroom of Spanish universities is influenced by the ‘Cultural Wars’ that, since the 1990s, have been fought in the United States between the supporters of maintaining a tradition close to the dominant thought, and those that have defended the opening of the canon to obliterated voices. Starting from the definition of literary versus non-literary, this work delves into the tendencies that have determined the literary canon of the US, and those which have rejected it for its concealment of the voices of important segments of the American population (women, immigrants, and class, ethnic, racial or sexual-oriented groups). Acknowledging that today’s teachers face the challenges posed by a new generation of university students, the so-called Millennials and Centennials, who are much more receptive to the creations of the ‘Other’ -regardless of whether these creations are distinctive, by their origin or by their formal character, of what is understood as literary,- we ponder upon the need to advocate an eclectic teaching approach to American artistic creations, combining the requirement to know the canonical works with the study of those pieces of work that the tradition has reviled. Keywords: American Literature; Canon; Teaching; Cultural Diversity.

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Section: El Canon En Nuestra Aula De Literatura Norteamericanaunclassified

American Literature for Millennial and Centennial Undergraduates: Reflections upon an Eclectic Teaching Model / La literatura norteamericana para universitarios millennials y centennials: : Reflexiones en torno a un modelo ecléctico de enseñanza

Serrano¹

2019

Tejuelo

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Cultivating Critical Self-Reflection in an International Context: The Development of an American Studies Curriculum in Turkey

Komins¹,

Nicholls²

2003

lit

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Many literature professors in the U.S. strive to foster skills of critical self-reflection: we ask students to be responsible to textual evidence, historical context, and the implications of the interpreter's acts. Recent teaching also stresses the transnational contexts for literary expression and interpretation. But what happens when these pedagogical practices are transported to classrooms abroad? This essay addresses this broad question through the problem of developing an American Studies curriculum in Turkey. The authors outline the conceptual genealogy of departments of "American Culture and Literature" in Turkey and then relate it to narratives of emergence for American Studies in the U.S. and other countries. The authors then discuss the evolution of the curriculum they revised. They conclude by assessing the outcome, especially noting the difficulty of cultivating critical self-reflection in a social and institutional setting that has few of the safeguards for freedom of expression found in the U.S.

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American Parapedagogy for 2000 and Beyond: Intertextual, International, Industrial Strength

Cited by 2 publications

References 0 publications

American Literature for Millennial and Centennial Undergraduates: Reflections upon an Eclectic Teaching Model / La literatura norteamericana para universitarios millennials y centennials: : Reflexiones en torno a un modelo ecléctico de enseñanza

American Literature for Millennial and Centennial Undergraduates: Reflections upon an Eclectic Teaching Model / La literatura norteamericana para universitarios millennials y centennials: : Reflexiones en torno a un modelo ecléctico de enseñanza

Cultivating Critical Self-Reflection in an International Context: The Development of an American Studies Curriculum in Turkey

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