Critical Literature Pedagogy

Borsheim-Black, Carlin; Macaluso, Michael; Petrone, Robert

doi:10.1002/jaal.323

Cited by 57 publications

(21 citation statements)

References 12 publications

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“…Critical pedagogy involves storytelling that is critical and hopeful with stories that tell of grief and oppression (Guilherme & Phipps, 2004). CLP "consumes, produces and distributes" ideas taken from literature to deal with historical narratives and aims to facilitate opportunities to discuss nation-building and democratic citizenship (Borsheim-Black et. al., 2014).…”

Section: Background To the Studymentioning

confidence: 99%

“…As an approach to history teaching, CLP has a commitment to social change which is positively expressed in the constitutional ideals which are offered as a solution and common purpose for future citizenry. CLP differs from traditional transmission teaching pedagogy's reproduction and regurgitation of existing knowledge as it compels learners to engage critically with the past, present and future (Borsheim et al, 2014).…”

Section: Imagining Togetherness and Mixing Of Black And White Citizensmentioning

confidence: 99%

“…The rationale for this article is thus to contribute towards the need for reconciliatory pedagogy given the background of colonialism and apartheid, while the purpose of the article is to explore the use of a small selection of apartheid and forced removals literature to teach history, using the CLP approach. According to Borsheim-Black et al, (2014), a CLP approach offers ideas to make history teaching more engaging and relevant, given that the task of the history teacher includes nation-building and democratic citizenship.…”

Section: Introductionmentioning

confidence: 99%

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Learners' imagination of democratic citizenship in post-apartheid South Africa: Exploring critical literary pedagogy in History teaching

Davids¹

2019

Y&T

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Post-apartheid South Africa struggles to develop a sense of social cohesion and nationhood, which remain largely unfulfilled constitutional imperatives. The preamble of the post-apartheid constitution (1996) recognises amongst other things, the "injustices of our past, ... that South Africa belongs to all who live in it, and (to) lay the foundations for a democratic and open society". The Curriculum and Assessment Policy Statement (CAPS) creates space in the history curriculum to address democratic citizenship and social cohesion. Due to a racially fragmented history, South African nationhood is still a future-oriented project for the attention of the state, and in the context of this study, the education sector. This article reports on an exploratory history lesson, teaching democratic citizenship for social development and nation-building. The lesson was presented to grade 10 learners at a township high school in North Pretoria. A "critical literary pedagogy" (CLP) approach was employed as a pathway to teaching social cohesion and nationhood, through historical reflection and imagination. A CLP approach has a commitment to change and employs literary texts as learning material. The article responds to the research question: What is the potential role of CLP as an approach to the teaching of democratic citizenship in a post-apartheid classroom? As conceptual framework "cosmubuntuism", a combination of cosmopolitan and Ubuntu values provides a theoretical lens to understand learners' imaginations of democratic citizenship. Five dominant themes emerged from the data, confirming the potential of CLP, but alerting to contradictory and critical outcomes of the lesson. Recommendations are suggested, inter alia, for teacher education institutions to use the CLP approach to address the didactical needs of history teachers to cultivate social cohesion and nationhood in the post-apartheid South African history classroom.

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Section: Background To the Studymentioning

confidence: 99%

Section: Imagining Togetherness and Mixing Of Black And White Citizensmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learners' imagination of democratic citizenship in post-apartheid South Africa: Exploring critical literary pedagogy in History teaching

Davids¹

2019

Y&T

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“…When students transcend the text, they make judgments about the characters, people, events, ideas, or information in the text. They read against the text to evaluate it (Borsheim‐Black, Macaluso, & Petrone, ). As an example (mentioned in Table ), readers consider whether a character's actions make him a good friend, especially when there is competing evidence.…”

Section: Transcending the Textmentioning

confidence: 99%

Text-Dependent Questions: Reflecting and Transcending the Text

Boelé¹

2016

Read Teach

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Posing text‐dependent questions is crucial for facilitating students' comprehension of the text. However, text‐dependent questions should not merely ask students to reflect the author's literal or even inferential meaning. The author's message is the starting place for comprehension, rather than the end goal or object of comprehension. The text itself should be a tool for greater engagement with the ideas the author presents. Readers transcend the text when they question, challenge, and evaluate the veracity of the author's message. Importantly, they relate the text to their lives and use it to take action in solving problems in their world. This manuscript presents suggestions and considerations for asking text‐dependent questions that both reflect and transcend the text.

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“…Although many secondary literacy practitioners grapple to help students meet the requirements delineated by the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], ), perhaps teachers of the British canon—a curriculum often deemed inaccessible and irrelevant, particularly to students who do not identify with the its almost entirely white, Anglo, male authorship—face the most daunting challenge in this regard. Conventional approaches to English language arts instruction have historically enforced master narratives (Borsheim‐Black, Macaluso, & Petrone, ), and canonical texts often function as tools for maintaining a marginalizing status quo. Disenchanted with the curriculum's cultural dismissiveness, students belonging to historically marginalized populations frequently take issue with the exclusionary qualities of the British canon (Carter, ; Cook & Amatucci, ).…”

mentioning

confidence: 99%

A Counterstory of One's Own

Bissonnette¹,

Glazier²

2015

J Adolescent & Adult Lit

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Nationwide, virtually all secondary students interact with British literature, a traditionally Anglo, white, male canon. Yet, this revered curriculum provides few mirrors for students from historically marginalized populations to see their own cultures reflected. In this reflective practitioner piece, the authors first illustrate how counterstorytelling—a practice emerging from critical race theory—can break open the canon. Because counterstorytelling invites, values, and projects marginalized voices, when incorporated into the secondary English classroom, the practice helps engage students with the material while developing and honing their literacy skills. Second, the authors detail a lesson demonstrating that the canon and counterstorytelling can work synergistically. Throughout the article, the authors attend to the challenges of using an equity pedagogy to teach a canon that functions as the majoritarian story of the secondary literacy classroom—and society at large. Finally, the authors offer strategies for effectively incorporating counterstorytelling into the secondary English classroom.

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Critical Literature Pedagogy

Cited by 57 publications

References 12 publications

Learners' imagination of democratic citizenship in post-apartheid South Africa: Exploring critical literary pedagogy in History teaching

Learners' imagination of democratic citizenship in post-apartheid South Africa: Exploring critical literary pedagogy in History teaching

Text-Dependent Questions: Reflecting and Transcending the Text

A Counterstory of One's Own

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