What Do We Want Students to Know from Being Taught a Poem?

Autor/inn/en	Sawyer, Wayne; McLean Davies, Larissa
Titel	What Do We Want Students to Know from Being Taught a Poem?
Quelle	In: Changing English: Studies in Culture and Education, 28 (2021) 1, S.103-117 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sawyer, Wayne) ORCID (McLean Davies, Larissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2020.1842174
Schlagwörter	Literature Appreciation; Poetry; Teaching Methods; Epistemology; Aesthetics; Experience; Cognitive Processes; Reader Text Relationship; Foreign Countries; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Literarische Wertung; Lyrik; Poesie; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Ästhetik; Erfahrung; Cognitive process; Kognitiver Prozess; Ausland; Australien
Abstract	This paper uses a Gwen Harwood poem to open up questions of "knowing" around the teaching of Literature. Following our own brief reading of the poem, we particularly discuss ways in which questions of knowing/knowledge have been considered in Literature teaching historically, such as: - the binary of "knowledge" and "experience" - the role of the cognitive in teaching/studying Literature - forms of knowing that include the aesthetic and affect - how knowledge might be "made" in the Literature classroom: the role of pedagogy and the question of "producing culture" The article concludes with a discussion of how such issues have arisen in a set of interviews with a small number of teachers in Australia and England. Their views on the teaching of Literature help us reflect on the knowledge issues opened up earlier in the article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01