Abstract
A new academic field of inquiry has emerged in the French-speaking world, out of the realization that academic literary theory does not adequately address the needs of literary pedagogy, especially at the secondary level. “Didactique de la litterature (literary didactics)” has redefined the role of the school from a place of cultural transmission centered on canonical texts, to one of cultural production centered on the activity of the student. This radical reinterpretation has roots in Roland Barthes’s distinction between “consuming” and “producing”, between the “readerly” and the “writerly”. The economic metaphors of “consumption” and “production” provide the best justification, so far, for a mandatory literature curriculum that is a kind of useful spiritual discipline, both disinterested and practical.
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