Literary Praxis

A Conversational Inquiry into the Teaching of Literature

  • Piet-Hein van de Ven
  • Brenton Doecke

Part of the Pedagogy, Education and Praxis book series (PEDA, volume 5)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Comparatively Speaking

    1. Front Matter
      Pages 1-1
    2. Piet-Hein van de Ven, Brenton Doecke
      Pages 3-8
    3. Piet-Hein van de Ven, Brenton Doecke
      Pages 9-20
  3. Teaching and Reflecting

    1. Front Matter
      Pages 21-21
    2. Prue Gill, Bella Illesca
      Pages 23-41
    3. Ramon Groenendijk, Mies Pols, Piet-Hein Van De Ven
      Pages 43-67
    4. Theo Witte
      Pages 89-105
  4. Reading and Rereading

    1. Front Matter
      Pages 107-107
    2. Terry Locke
      Pages 109-121
    3. Laila Aase
      Pages 123-135
    4. Anthony Petrosky
      Pages 137-150
    5. Anne Turvey, John Yandell
      Pages 151-167
    6. Irene Pieper
      Pages 189-202
    7. Mary Kooy
      Pages 203-216
  5. Continuing the Conversation

    1. Front Matter
      Pages 217-217
    2. Piet-Hein van de Ven, Brenton Doecke
      Pages 219-225
  6. Back Matter
    Pages 227-234

About this book

Introduction

Literary 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.

Editors and affiliations

  • Piet-Hein van de Ven
    • 1
  • Brenton Doecke
    • 2
  1. 1.Radboud UniversityNijmegenThe Netherlands
  2. 2.Deakin UniversityMelbourneAustralia

Bibliographic information