Abstract:In this article, I outline the need to theorise a Dialogic Ethical Criticism that maps the spectrum of real student readers’ interpretive responses to what Suzanne Choo calls the »referent other« (2021, 88). I start with a brief historical overview of the ethical praxis of literature instruction, from didactic to dialogic practices, and three key complementary (and sometimes overlapping) movements of ethically-oriented literature pedagogies, which I define as lessons or teaching units of literary texts where t… Show more
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