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Overwhelmed by the World: Teaching Literature and the Difference of Nations

Overwhelmed by the World: Teaching Literature and the Difference of Nations Overwhelmed by the World:    Teaching Literature and the Difference  of Nations Rajini Srikanth The premise of this essay is twofold: that we live in a world of shared dest-i nies and that literature has some part to play in enabling connections across nations and cultures. Either of these component assumptions can be explored or challenged, I admit, but it is not my intention here, in this essay, to debate their validity. The institution at which I am located is urban, nonresidential, and serves primarily working-class and recent immigrant populations. At the undergraduate level, our student body is remarkably diverse, but the graduate students are predominantly white and U.S.-born. I teach a graduate seminar called Teaching of Literature, which typically attracts three types of students: those interested in pedagogy and contemplating teaching at the high-school or community college level, high-school teachers of English who are seeking a graduate degree in the discipline, and students considering a doctoral degree who realize that a grounding in pedagogy will help them as teaching assistants. In the four years that I taught the course, I attempted deliberately to infuse pedagogy with politics, believing that in the crossfire of debate signifi - cant learning takes place. The teachers and potential teachers in http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Overwhelmed by the World: Teaching Literature and the Difference of Nations

Srikanth, Rajini
Pedagogy , Volume 7 (2) – Apr 1, 2007
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ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2006-030
Publisher site
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Abstract

Overwhelmed by the World:    Teaching Literature and the Difference  of Nations Rajini Srikanth The premise of this essay is twofold: that we live in a world of shared dest-i nies and that literature has some part to play in enabling connections across nations and cultures. Either of these component assumptions can be explored or challenged, I admit, but it is not my intention here, in this essay, to debate their validity. The institution at which I am located is urban, nonresidential, and serves primarily working-class and recent immigrant populations. At the undergraduate level, our student body is remarkably diverse, but the graduate students are predominantly white and U.S.-born. I teach a graduate seminar called Teaching of Literature, which typically attracts three types of students: those interested in pedagogy and contemplating teaching at the high-school or community college level, high-school teachers of English who are seeking a graduate degree in the discipline, and students considering a doctoral degree who realize that a grounding in pedagogy will help them as teaching assistants. In the four years that I taught the course, I attempted deliberately to infuse pedagogy with politics, believing that in the crossfire of debate signifi - cant learning takes place. The teachers and potential teachers in

Journal

Pedagogy – Duke University Press

Published: Apr 1, 2007

References