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| Autor/in | Pillay, Ansurie |
|---|---|
| Titel | Talking Back to Shakespeare in a South African Lecture-Room: Engaging in Critical Conversations about Resistance |
| Quelle | In: Changing English: Studies in Culture and Education, 28 (2021) 3, S.286-295 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-684X |
| DOI | 10.1080/1358684X.2020.1855415 |
| Schlagwörter | Drama; English Literature; Foreign Countries; Critical Theory; Preservice Teachers; Teaching Methods; Resistance (Psychology); Role Playing; Secondary School Teachers; South Africa |
| Abstract | In this paper, I reflect on a series of lectures, underpinned by the principles of critical pedagogy, when engaging with Shakespeare's "The Tempest." Working with student teachers in a South African School of Education, I used a talk-back design to enable students to talk back to the canon and open the dialogue about resistance. I used hot seating, teacher-in-role and written work and found that students were able to set the agenda for interrogating and resisting forms of knowledge usually deemed worthy. I understood that using a dialogic platform enabled the students to identify different forms of knowledge and it allowed them to understand that all texts are socially constructed, are of a time, reflect an agenda, and need to be interrogated and resisted, if necessary. I found the talk-back design important in enabling democratic participation as students designed their own counter-discursive responses as they confronted the canonical imperatives. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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