A Christian Fundamentalist in a Reader-Response Class: Merging Transactions and Convictions

Autor/in	Shafer, Gregory
Titel	A Christian Fundamentalist in a Reader-Response Class: Merging Transactions and Convictions
Quelle	In: Teaching English in the Two-Year College, 34 (2007) 3, S.320-331 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6291
Schlagwörter	Stellungnahme; Reader Response; Literary Criticism; Community Colleges; Beliefs; Critical Reading; Religion Studies; Biblical Literature; Reader Text Relationship + Suchen Sie Ihr Suchwort? Leserbrief; Literaturkritik; Community college; Community College; Belief; Glaube; Kritisches Lesen; Religionswissenschaft; Bibel
Abstract	There is something very democratic and creative about reader-response criticism. In a reader-response classroom, students progress from passive to active reading, from discovering a text to creating one. Also, students progress from passive to active reading, from discovering a text to creating one. However, a problem emerges when the spirit and empowerment of a reader-response approach seems to be truncated or undermined by deeply entrenched beliefs--beliefs that seem to negate other aspects of the student's persona. In this article, the author relates how he once struggled to assist a student who seemed to be divorced from the dynamic reading experience that yields both personal and critical responses to a text. Danielle, the author's student, seemed unable to tap into the mosaic of ideas that constitute an empowered transaction with a text because of her religious heritage. Whether the discussion revolved around a woman's place in the home or the policy toward gay and lesbian marriage, Danielle appeared to rely on the perspective of her religious teachings and specifically the Bible in all of her opinions. The author relates how he was able to acknowledge Danielle's right to her religion while being successful in encouraging her to consider other perspectives toward her reading and writing as well. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10