The Call of Ambiguity: Lingering over Uncertainty as Classroom Practice

Autor/inn/en	McKenzie, Cori Ann; Bender, Geoff
Titel	The Call of Ambiguity: Lingering over Uncertainty as Classroom Practice
Quelle	In: English Teaching: Practice and Critique, 20 (2021) 1, S.51-63 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-02-2020-0013
Schlagwörter	Social Justice; Individual Development; Childrens Literature; Adolescent Literature; Content Area Reading; English Teachers; English Instruction; Language Arts; Ambiguity (Context); Teaching Methods; Democracy; Immigrants; Reader Response + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Individuelle Entwicklung; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Sinnerfassendes Lesen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Demokratie; Immigrant; Immigrantin; Immigranten; Leserbrief
Abstract	Purpose: This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity. Design/methodology/approach: Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students' personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills. Findings: The readings suggest the following: first, wrestling with ambiguities in Harper Lee's To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang's American Born Chinese may support students' personal development; third, questions generated by Walter Dean Myers' Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson's Speak may develop students' disciplinary literacy skills. Originality/value: In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01