Abstract
The discussion in this article focuses on representations in Doris Pilkington's Rabbit‐Proof Fence of trauma and reparation, and reflects on processes and strategies involved in teaching undergraduate students about these issues within literary contexts. The article discusses the practice of introducing students to new texts and areas of study, and demonstrates the positive learning outcomes deriving from inclusion of non‐canonical material linked to feminist and postcolonial theoretical and critical discussions. An earlier version of this paper, entitled ‘Rabbit‐Proof Fence: Text and Film’, was given at the Contemporary Women's Writing Network Inaugural Conference, ‘For Love or Money: Contemporary Women's Fiction in the Marketplace’, University of Bangor, April 2006.
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