Literature, Pedagogy, and Curriculum in Secondary Education
Examples from France
Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Teaching, Teaching Methods
| Author: | M. Martin Guiney | ISBN: | 9783319521381 |
| Publisher: | Springer International Publishing | Publication: | May 31, 2017 |
| Imprint: | Palgrave Macmillan | Language: | English |
| Author: | M. Martin Guiney |
| ISBN: | 9783319521381 |
| Publisher: | Springer International Publishing |
| Publication: | May 31, 2017 |
| Imprint: | Palgrave Macmillan |
| Language: | English |
This book argues for the importance of literature studies using the historical debate between the disinterested disciplines (“art for art’s sake”) and utilitarian or productive disciplines. Forgoing the traditional argument that literature is a unique spiritual resource, as well as the utilitarian thought that literary pedagogy promotes skills that are relevant to a post-industrial economy, Guiney suggests that literary pedagogy must enable mutual access between the classroom and the outside world. It must recognize the need for every human being to become a conscious producer of culture rather than a consumer, through an active process of literary reading and writing. Using the history of French curricular reforms as a case study for his analysis, Guiney provides a contextualized redefinition of literature’s social value.
This book argues for the importance of literature studies using the historical debate between the disinterested disciplines (“art for art’s sake”) and utilitarian or productive disciplines. Forgoing the traditional argument that literature is a unique spiritual resource, as well as the utilitarian thought that literary pedagogy promotes skills that are relevant to a post-industrial economy, Guiney suggests that literary pedagogy must enable mutual access between the classroom and the outside world. It must recognize the need for every human being to become a conscious producer of culture rather than a consumer, through an active process of literary reading and writing. Using the history of French curricular reforms as a case study for his analysis, Guiney provides a contextualized redefinition of literature’s social value.
