Abstract
Re-mapping Literary Worlds: Postcolonial pedagogy in practice.
Highlights
What are the positive values for students from diverse cultures of engaging with literary texts that resonate with their own histories, traditions, and cross-cultural experiences?
In “Mile One” of her journey, “Charting a Course: Under African Skies,” she describes herself as a traveler, a naïve high school English teacher in Durban, South Africa, imagining ways to help her students cross boundaries by reading multicultural literature
Johnston surveys the international context for multicultural literary education, arguing that in Britain, the United States and Canada, increasing immigrant populations have altered the cultural mosaics of classrooms
Summary
What are the positive values for students from diverse cultures of engaging with literary texts that resonate with their own histories, traditions, and cross-cultural experiences?. How might reading and deconstructing postcolonial literature in the context of a classroom enable students and teachers to problematize representations of self, place, and the “other” in literary texts? What challenges and difficulties does one teacher face as she attempts to introduce postcolonial literature to students and to engage them in deconstructive reading strategies?
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