Book chapter
Beyond the personal and the individual: Reconsidering the role of emotion in literature learning
International Perspectives on the Teaching of Literature in Schools, pp.55-67
Routledge, 1
2018
DOI: 10.4324/9781315396460-6
Abstract
In the early decades of the 20th century, the New Critics aimed to develop objective methods for studying literature by separating emotion from literary criticism. In response to New Critical approaches to literature pedagogy, reader response and personal growth models of literature pedagogy emerged in the 20th century. Contemporary literature pedagogy grounded in critical literacy and sociocultural theories of reader response strives to engage students in literature study with the goal of exploring and critiquing ways that characters' identities and experiences are socially and culturally constructed and shaped via institutional and systemic power structures. A primary way in which sociocultural theories of emotion associated with Critical Emotion Studies reconceptualize emotion in literature pedagogy and learning is by revealing the ways in which emotion is always already a part of any social context. It includes the literature classroom, structuring the kinds of interactions people have, the ways in which people position themselves, and the kinds of discourses that are sanctioned.
Details
- Title: Subtitle
- Beyond the personal and the individual: Reconsidering the role of emotion in literature learning
- Creators
- Amanda Haertling Thein
- Contributors
- Andrew Goodwyn (Editor)Cal Durrant (Editor)Louann Reid (Editor)Lisa Scherff (Editor)
- Resource Type
- Book chapter
- Publication Details
- International Perspectives on the Teaching of Literature in Schools, pp.55-67
- Edition
- 1
- DOI
- 10.4324/9781315396460-6
- Publisher
- Routledge
- Alternative title
- Amanda Haertling Thein
- Language
- English
- Date published
- 2018
- Academic Unit
- Graduate College Admin and Gen; Teaching and Learning
- Record Identifier
- 9984095006302771
Metrics
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