000			03359nam a22004335i 4500
001			978-94-6091-586-4
003			DE-He213
005			20140220083837.0
007			cr nn 008mamaa
008			111115s2011 ne | s |||| 0|eng d
020			_a9789460915864 _9978-94-6091-586-4
024	7		_a10.1007/978-94-6091-586-4 _2doi
050		4	_aLC149-161
072		7	_aCFC _2bicssc
072		7	_aEDU029020 _2bisacsh
072		7	_aLAN010000 _2bisacsh
082	0	4	_a374.0124 _223
100	1		_aVen, Piet-Hein van de. _eeditor.
245	1	0	_aLiterary Praxis _h[electronic resource] : _bA Conversational Inquiry into the Teaching of Literature / _cedited by Piet-Hein van de Ven, Brenton Doecke.
264		1	_aRotterdam : _bSensePublishers, _c2011.
300			_aVI, 234p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aPedagogy, Education and Praxis ; _v5
520			_aLiterary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary ‘praxis’ that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of ‘praxis’ to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). They step back from a judgmental stance, and try to understand what it means to teach literature in other educational settings than their own. The essays in this collection show the complexities of literature teaching as a form of professional praxis, exploring the intensely reflexive learning in which teachers engage, as they induct their students into reading literary texts, and reflect on the socio-cultural contexts of their work.
650		0	_aEducation.
650		0	_aLiteracy.
650	1	4	_aEducation.
650	2	4	_aLiteracy.
700	1		_aDoecke, Brenton. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
830		0	_aPedagogy, Education and Praxis ; _v5
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-586-4
912			_aZDB-2-SHU
999			_c109683 _d109683