Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
118
result(s) for
"Spector, Karen"
Sort by:
Meeting Pedagogical Encounters Halfway
This commentary offers a critique of literacy pedagogy that focuses solely upon a best practices approach to teaching and learning and argues for a relational pedagogy that relies upon diffractive thinking, reading, and writing.
Journal Article
Reading with love: the potential of critical posthuman reading practices in preservice English education
Purpose
Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.
Design/methodology/approach
In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.
Findings
This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.
Originality/value
The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.
Journal Article
Becoming Unstuck: Racism and Misogyny as Traumas Diffused in the Ordinary
This article presents an analysis of a narrative arc that began in the art room and continued over three days of crises, suffering, impasse, and healing experienced by children in an informal, neighborhood-based learning space called the Playhouse. Racism and misogyny—and their social, political, and ideological means of reproduction—are ordinary in our society. Through them, trauma circulates within bodies and in collective biographies. Using posthumanist and affect theories, we explore the constraints of traditional anti-racist and anti-misogynist pedagogies and show how opening up the possibility for the training of intuition, becoming unstuck, and moving on to new genres of protest and healing in the face of suffering create new possibilities for becoming in the world.
Journal Article
God on the Gallows: Reading the Holocaust through Narratives of Redemption
\"Where is God now?\" is a question from the Holocaust memoir Night by Elie Wiesel and an underlying narrative dilemma for the teachers and most student participants in this qualitative study of three Holocaust units in secondary English classrooms in the Midwestern United States. Using a narrative theory framework, this study explores how religious narrative frames are used by participants to construct Jews and the Holocaust through their readings of Night, and more generally how students wield such narratives in their pursuit of meaning. Also informed by the work of Holocaust scholars, educational researchers studying shifting narrative identity, and those studying the nexus of civic pluralism and religious framing, I build a bridge from which to view the ways participants constructed meaning about the Holocaust and the implications for teacher candidates, teachers, and teacher educators. Given that Holocaust literature such as Night and Anne Frank: Dairy of a Young Girl are now canonical texts in English classes throughout the United States, and given that lessons of tolerance or civic pluralism are often expected to accompany the reading of this literature, throughout the paper I discuss the affordances and constraints of the narratives that students in this study used. I end by making recommendations for classroom practice.
Journal Article
Culturally relevant pedagogy
The authors in this edited volume reflect on their experiences with culturally relevant pedagogy_as students, as teachers, as researchers_and how these experiences were often at odds with their backgrounds and/or expectations. Each of the authors speaks to the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. At the same time, every author shows the clashes and confrontations that can arise between and among students, teachers, parents, administrators, and educational policies.
eBook
Constructing Anne Frank: Critical Literacy and the Holocaust in Eighth-Grade English
Using the assumption that texts actively work to position readers and readers actively work to position texts, the authors argue that moral lessons emerge from the interactions between texts, readers, and the ideological narratives that inspire both.
After differentiating versions of Anne Frank's diary and explicating motives behind their construction, we explore ways that students' perspectives of Anne Frank impede robust understandings of the Holocaust, including enabling readers to preserve assumptions about Anne Frank as only optimistic and triumphant. Through critical literacy practices, the authors demonstrate how narrow perspectives of texts and readers can be interrupted through questioning about readers, authors, texts, and different versions of Anne Frank's diary. Teaching tips are provided, and the article concludes by discussing the importance of equipping students with critical literacy tools for reading the Holocaust in particular and for reading all texts more generally.
Journal Article
Culture, relevance, and schooling
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their attempts to remake schooling in ways that bring hope and dignity to their participants.
eBook