This inquiry into the ethical implications of education reform on reading practices asks what is lost, hidden, or marginalized in the name of progress? The author shows how genocide literature illuminates the ethics of reading and helps teachers and students rethink how literature should be taught and the purposes of education more broadly.
This inquiry into the ethical implications of education reform on reading practices asks what is lost, hidden, or marginalized in the name of progress? The author shows how genocide literature illuminates the ethics of reading and helps teachers and students rethink how literature should be taught and the purposes of education more broadly.
Sarah J. Donovan teaches middle school English in a suburb of Chicago, Illinois, USA, and is an adjunct at DePaul University (Social and Cultural Foundations in Education), USA.
Inhaltsangabe
Contents Preface Part I: Mandates 1. The Education of a Teacher: The First Year 2. Reading and Meeting a Mandate to Study Genocide Part II: Rhetoric, Witnessing, and the Witness 3. The Rhetoric of the Word: A Case Study of Bosnia Herzegovina 4. Reading Testimony: Witnessing and the Witness Part III: Rhetorical Appeals in Fiction 5. The Rhetoric and Aesthetic of Fiction in Genocide Literature 6. The Ethics of a Child Narrator 7. Emotional Appeals, Trauma, and Aesthetic Pleasure 8. Rational Appeals and Didacticism Part IV: Into the Classroom 9. The Writing Workshop A Teacher's Testimony: Michael Krzysztofiak 10. Whole-Class Reading, Research, and Activism A Teacher's Testimony: Elaine Vogel 11. The Reading Workshop A Teacher's Testimony: Sumer Samano 12. Assessment: No More Numbers and Letters A Teacher's Testimony: Amy Estanislao 13. Conclusion: The Education of a Teacher Continues
Contents Preface Part I: Mandates 1. The Education of a Teacher: The First Year 2. Reading and Meeting a Mandate to Study Genocide Part II: Rhetoric, Witnessing, and the Witness 3. The Rhetoric of the Word: A Case Study of Bosnia Herzegovina 4. Reading Testimony: Witnessing and the Witness Part III: Rhetorical Appeals in Fiction 5. The Rhetoric and Aesthetic of Fiction in Genocide Literature 6. The Ethics of a Child Narrator 7. Emotional Appeals, Trauma, and Aesthetic Pleasure 8. Rational Appeals and Didacticism Part IV: Into the Classroom 9. The Writing Workshop A Teacher's Testimony: Michael Krzysztofiak 10. Whole-Class Reading, Research, and Activism A Teacher's Testimony: Elaine Vogel 11. The Reading Workshop A Teacher's Testimony: Sumer Samano 12. Assessment: No More Numbers and Letters A Teacher's Testimony: Amy Estanislao 13. Conclusion: The Education of a Teacher Continues
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