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| Autor/inn/en | Froula, Anna; Shields, E. Thomson, Jr. |
|---|---|
| Titel | Captive Students and Duelling Podia: A Collaborative Approach to Teaching the Frontier in American Literature and Film |
| Quelle | In: Changing English: Studies in Culture and Education, 19 (2012) 1, S.33-42 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-684X |
| DOI | 10.1080/1358684X.2012.649139 |
| Schlagwörter | United States Literature; Teaching Methods; Figurative Language; Educational Theories; Interdisciplinary Approach; English Instruction; Team Teaching; Film Study; Educational Practices; College English; College Students; North Carolina |
| Abstract | In this essay, we explore how the same theories and metaphors' used historically to describe the frontier, are useful ways of thinking about both team teaching and English studies as an interdisciplinary field. Defining the frontier as both imprecise and liminal encourages the students, as well as the instructors, to work within an open space of all sorts of possibilities and no easily fixed answers. Such an approach illustrates the blurred line between written and visual texts and highlights how long the "idea" of the frontier has captivated US national consciousness, from early exploration narratives to film and TV. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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