Towards an Ethical Approach to Perspective-taking and the Teaching of Multicultural Texts: Getting Beyond Persuasion, Politeness and Political Correctness

Thein, Amanda Haertling; Sloan, DeAnn Long

doi:10.1080/1358684x.2012.704582

Cited by 16 publications

(15 citation statements)

References 18 publications

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“…More work on behalf of the instructor to focus students on their own identity and figured worlds instead of on their teacherly-selves could produce more effective insights. Thein and Sloan (2012) suggest that tying perspective-taking to a pedagogy of ethical reading might help to break away from traditional approaches and expectations of literature instruction. Under this model, "the emphasis… moves from how one says something to how one thinks about what she says both during her initial response and as she continually reconsiders and revises that response through genuinely entertaining the stances of others" (p. 322).…”

Section: Discussionmentioning

confidence: 99%

Pre-service teachers’ negotiation of identity and figured worlds through the reading of multicultural literature

Macaluso¹

2015

L1 Educational Studies in Language and Literature

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This paper explores the effect of a multicultural literature course on pre-service teachers' abilities to examine themselves and their figured worlds through a practice known as perspective-taking. Using critical discourse analysis as a tool to analyze three pre-service teachers' work completed in the course, this study offers a series of complications and tensions embedded in classrooms like this, where white students read multicultural literature for the purposes of change and social justice in an educational context: the tension between the student-as-student and the student as-future-teacher, the contradiction between oral and written discourse connected to identity and positioning, and the role or "power" of the multicultural text. With implications for teacher educators and pre-service teachers in a multicultural society, this study theorizes the role figured worlds play in maintaining and re/creating students' identities.

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Section: Discussionmentioning

confidence: 99%

Pre-service teachers’ negotiation of identity and figured worlds through the reading of multicultural literature

Macaluso¹

2015

L1 Educational Studies in Language and Literature

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“…Expressing emotions contributes to interpreting the text, understanding oneself and understanding the Other. Hence, it is important to avoid silencing emotions that contradict those 'desired' by the instructor (Thein & Sloan, 2012), or by the social hegemony. According to Zembylas (2006Zembylas ( , 2007, narratives or discourse in interactions can be a significant tool in studying emotions in instruction, as well as social processes of coping with hatred and trauma in a society in conflict.…”

Section: Emotions In Literature Instructionmentioning

confidence: 99%

Emotions while reading literature in multicultural groups

Elkad‐Lehman¹,

Poyas²

2020

L1 Educational Studies in Language and Literature

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The article presents a qualitative hermeneutic study on literary interpretive interaction in multicultural teachers' groups. Participants were Jewish and Arab teachers in Israel who read a story by Kafka. The objectives of the study were to learn in what ways readers express emotions towards the Other in the text as well as the Others in their learning groups. The activity aimed at generating a literary interpretive discourse and promoting interactive learning involving willingness to face the Other with keen attention and dignity. Learners' oral and written interactions with the Other-in the text and with peers-were examined. The findings indicate a variety of ways of relating to the textual Other by filling textual gaps, interpreting symbols and explicitly expressing emotions. The interaction among the learners was characterized by (1) acquaintance and seating arrangements; (2) cooperation; (3) sharing; (4) facing the Other. However, not all participants expressed receptive emotions, especially towards their groupmates. The study has implications for the teaching of literature in multicultural classrooms.

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“…The experiences of lecturers and researchers in teaching that aims to create an environment of rethink the Other, teaching that aims at sustaining 'ethical reading' (Thein & Sloan, 2012), show that in most cases it is not realistic to expect a change in attitudes of the learners. However, it is suggested to guide student to "try on" different perspectives (Thein, Beach & Parks, 2007: 55), to be engaged in a perspective-taking through the literary experience.…”

Section: Teaching the Other's Literaturementioning

confidence: 99%

“…Despite the difficulty that she faced as a member of the Arab minority, Nur displayed "perspective-taking," in the spirit of ethical reading (Thein, Beach & Parks, 2007;Thein & Sloan, 2012) in her writing. She was emotionally and intellectually willing to examine, from an empathetic perspective, a Jewish immigrant family's integration hardships and the suffering of a Jewish girl in the Holocaust.…”

Section: Enhancing the Minority's Voicementioning

confidence: 99%

'Reading it my way': Responding to literature in a conflicted multicultural setting—the role of language

Poyas¹,

Elkad‐Lehman²

2016

L1 Educational Studies in Language and Literature

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. 'Reading it my way': Responding to literature in a conflicted multicultural setting-the role of language. Contribution to a special issue on Multicultural Literature Education, edited by Yael Poyas and Ilana Elkad-Lehman. L1-Educational Studies in Language and Literature, 16, p. 1-28. http://dx.doi.org/10.17239/L1ESLL-2016.16.03.01 Corresponding author: Yael Poyas, Oranim College of Education, Qiryat Tivon, 3600600, Israel. Email: yaelp@oranim.ac.il; g_poyas@k-h.org.il. © 2016 *Oranim College of Education **Levinsky College of EducationWe are children of our age, it's a political age.(Wisława Szymborska) Abstract The article presents two case studies focusing on lexical and linguistic characteristics of a written discourse between two members of a national and religious minority and their lecturers who are members of the majority. The students are Arab women teachers, who took part in literature courses at Hebrew Israeli colleges of education. The students responded in writing to novels they had to read in Hebrew, their second language, as part of their graduate studies. The study analyzes phrases, metaphors, choice of words in the reading responses. It also questions the lecturers' responses to their students' papers language. The findings reveal the powerful effect of social, cultural, linguistic, and political context on the interpretation of the works read, the insights that readers extract from such works in intercultural situations, and their influence on the discourse setting: what is expressed in the setting and what is silenced. We use the terms 'minor writing' and 'minor reading', extending Deleuze and Guattari's term 'minor literature ' (1980; 1986) to explain our findings concerning the role of the language in the context of the study. This study can inform and be relevant to teachers who teach literature in classrooms populated with minorities' students, in a tense political and cultural atmosphere.

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Towards an Ethical Approach to Perspective-taking and the Teaching of Multicultural Texts: Getting Beyond Persuasion, Politeness and Political Correctness

Cited by 16 publications

References 18 publications

Pre-service teachers’ negotiation of identity and figured worlds through the reading of multicultural literature

Pre-service teachers’ negotiation of identity and figured worlds through the reading of multicultural literature

Emotions while reading literature in multicultural groups

'Reading it my way': Responding to literature in a conflicted multicultural setting—the role of language

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