Learning through literature: the case of<i>The Arabian Nights</i>

Styles, Morag

doi:10.1080/03054981003696663

Cited by 4 publications

(1 citation statement)

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“…Reading literary classics in DLG fosters the discussion of topics of utmost relevance, as well as higher degrees of development. Some studies on classic literature show the influence that reading 'The Arabian Nights' at a young age has had for different English writers of the 19th century, such as Charles Dickens, Charlotte and Emily Brontë, Robert Louis Stevenson, as well as for their works (Styles 2010). Another study by Keidel and colleagues (2013) showed that reading Shakespeare activated more brain areas than reading common literary pieces, fostering higher-order thinking.…”

Section: The Interactive Potential Of Dlg For the Emergence Of Lod LImentioning

confidence: 99%

The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings

Aguileta

Torras-Gómez

García-Carrión

et al. 2020

Language and Education

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The dialogic nature of human beings has widely been argued in the scientific literature. Language, as a cultural and psychological tool, has the potential to construct social meanings, including those related to love, attraction and desire. In these emotional dimensions of the self, people use 'the language of desire' , defined as the capacity of language to raise attraction and be desired, while the 'language of ethics' is used to describe what is 'good' and 'ethical'. This article examines a dialogic intervention with 11-13-year-old children named Dialogic Literary Gatherings and explores its affordances to articulate both forms of language toward nonviolent models. 28 sessions from two elementary schools were analyzed, along with three focus groups with students. Main findings outline that dialogic features enable the emergence of the language of desire in combination to the language of ethics toward nonviolent relationships. Language is the main tool through which human beings interact and exist in society. It allows us to learn, to go further and deeper in thought, learning and development (Bruner 1996; Vygotsky 1978). There is a wide spectrum of discourses and ways in which people communicate to construct realities and those can either perpetuate oppression or transform our relationships into more egalitarian and democratic ones (Freire 1997, 2018). Hence, the discourses in which people are socialized shape our thoughts, values and world views. Especially important are those discourses related to love, desire and attraction in early adolescence since they will play a critical role in their socialization toward egalitarian or violent relationships (Gómez 2015). In particular, research has shown the existence of what has been defined as a coercive dominant discourse. This discourse, which establishes a link between attraction and violence, might affect young people's socialization leading toward engaging in power or violent relationships (Puigvert et al. 2019; Racionero-Plaza et al. 2018). Under the influence of such discourse, many of the messages youth receive and produce can be articulated under two categories defined as the language of desire (LoD)-referred

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Section: The Interactive Potential Of Dlg For the Emergence Of Lod LImentioning

confidence: 99%