"Don't Sell Me the Enemy's Literature": A Self-Study of Teaching Literature in Politically Fraught Contexts

Autor/in	Poyas, Yael
Titel	"Don't Sell Me the Enemy's Literature": A Self-Study of Teaching Literature in Politically Fraught Contexts
Quelle	In: Studying Teacher Education, 12 (2016) 3, S.267-283 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2016.1237872
Schlagwörter	Self Evaluation (Individuals); Literature; Political Issues; Foreign Countries; College Faculty; Universities; Ethics; Teacher Attitudes; Multicultural Education; Teacher Educators; Elementary School Teachers; Secondary School Teachers; Humanities Instruction; Jews; Arabs; Cultural Context; Context Effect; Literary Criticism; Student Attitudes; Bias; Higher Education; Israel + Suchen Sie Ihr Suchwort? Literatur; Politischer Faktor; Ausland; Fakultät; University; Universität; Ethik; Lehrerverhalten; Multikulturelle Erziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geisteswissenschaftlicher Unterricht; Jew; Jude; Jüdin; Juden; Arab; Araber; Literaturkritik; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article describes a self-study pursuant to a clash between a lecturer and a student concerning the teaching of literature in a politically fraught context. The learning group is composed of Arab and Jewish teachers at a college in northern Israel. The work read by the group expresses a Palestinian perspective. The incident, discussed with reference to the concepts of ethical reading and in-between space, is explained against the background of the lecturer's professional views and the complexity of teaching literature in a polarized and conflicted society. Analysis of the incident, accompanied by a look at the professional literature, reveals the lecturer's blind spots as well as the complexity of the situation in which she was acting. Details of the case and the process of its interpretation may serve to enrich the perspectives of literature teacher educators who believe in ethical reading and in constructing an in-between space in their lessons, providing them with insights regarding teaching in contexts fraught with cultural tensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01