Literary Education Research Articles

Our Civilizing Mission: The Lessons of Colonial Education

Our Civilizing Mission: The Lessons of Colonial Education

Soji Cole’s Embers and its implications for critical thinking and development

Reading literary texts help us develop critical thinking skills, but this fact is taken for granted in literary education by both teachers and students alike and this is the problem projected by the paper. Critical thinking itself trains our minds toward solving a problem and the ability to solve the problems that life presents is the key to success, according to Robert Harris. The objective of this paper is to show that with literary texts, readers and students can be taught to think critically. To demonstrate this, Bobkina and Stefanova’s four-stage model, Situated Practice Stage, The Overt Instruction Stage, The Critical Framing Stage, and Transformed Practice Stage, of using fiction to teach critical thinking were used. It was concluded that the human mind or brain uses the simulation effect as in computers to orientate itself to social realities as reflected in literary texts and that as a result, literary texts are very effective in cultivating critical thinking skills in us.

한국의 영시 교육, 그 현실과 가능성

This article focuses on two points: first of all, it goes back to the history of English poetry education here in Korea, how poetry education has been done in the university classroom for the past 30 years. To reach the goal, this article revisits the 26 years of The Journal of Teaching English Literature. Reading the major achievements and endeavors of the earlier generations in poetry education, this article diagnoses the realities, changes, transformations, and dilemmas, which English poetry education here in Korea has faced for the past 30 years. Secondly, based on scanning the history, this article invites readers to rethink the possibility and responsibility of poetry education in this era when the discourse of the crisis of humanities and universities narrows down the realm of literary education. I argue that the crisis in poetry is not a newly-coined word. Rather, poetry, taking the critical edge of languages in its forms and content, becomes an efficient tool to guide students to various points such as history, culture and to nurture literacy. Presenting some interesting examples and practices in a classroom, this article concludes that poetry education needs to go into planting the seeds for creative and critical thoughts that lead students to construct something new in its force of making.

Centering Black women’s ways of knowing: A review of critical literacies research in early childhood

In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker’s (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research. Similarly, I analyze the affordances of Pro-Black and marginalized theories in critical literacies research, such as Black Feminist Thought (Collins, 2002), for understanding and expanding how we attend to positionality in early literacy educational research. Grounded in Black Feminist theories (Collins, 2002) and methodologies (Evans-Winters, 2019) as well my own positionality as a Black woman, this article takes up one specific concern from the call for this special issue, that is to address the lack of Pro-Black research in early literacy education. In so doing, I aim to broaden the ways that a historically praxis-oriented body of research in early childhood and elementary education, critical literacies research, is theorized and enacted by integrating more thoroughly Black women’s ways of knowing. I explore how to leverage our individual and combined perspectives, which are grounded in our rich history of resistance and thriving in the face of adversity, to produce knowledge and literacy practices useful for justice-oriented education. Through an analysis of academic literature related to critical literacies research and Black women educators in early childhood and elementary education, I address the question: How are Black women’s ways of knowing integrated in early childhood and elementary critical literacies research with participants who are Black women educators? I offer a sense of the extent to which Black women educators’ ways of knowing are associated with the term critical literacy and also identify fruitful strategies that critical literacies researchers can use to integrate Black women’s ways of knowing into the knowledge base and practices of critical literacies in early literacy research. Some strategies include integrating Black women educators' emotions and spiritual knowledge into the research and co-researching with Black women who are also participants.

“They never told us that Black is beautiful”: Fostering Black joy and Pro-Blackness pedagogies in early childhood classrooms

Black Art in various forms has long been used by people in the African Diaspora to promote Black joy and Pro-Blackness yet it is often not included in language and literacy early childhood pedagogies to uplift Black children in North American schools. Likewise, many anti-racist early childhood research studies focus on the challenges faced by Black people with little emphasis on Black joy and Pro-Black narratives and the ways they are central to our psychic preservation and survival in the fight against anti-Black racism (Dunn D and Love B, 2020; Ladson-Billings, 2019b). As a child, Nina Simone’s Young Gifted and Black song lyrics rang true as the source of my Black joy was knowing the brilliance of Black people and being proud of our resistance to anti-Black racism. Growing up in the Jamaican context I heard the reggae version of her song rendered by Reggae artistes Marcia Griffiths and Bob Marley also Pro-Black advocates who contributed to my racial pride. Contemporary Jamaican Reggae artists like Chronixx with his song Black is Beautiful continue to promote these racial affirming messages. In this article, I focus on ways teachers can learn to promote Black Joy and Pro-Blackness in the early years as I introduce the notion of an African Diaspora Racial Literacy pedagogy that celebrates and fosters racial pride using Black music and poetry. By coining African Diaspora Racial Literacy, I refer to an instructional approach that draws from positive affirming racial messages from the African Diaspora to promote Black joy and racial pride, raise children’s critical consciousness, and prepare children to be able to take action against anti-Black racism. Through the lenses of Pro-Black Jamaican Intellectual Thought, critical race, Black Feminist, and decolonizing perspectives, I explore Jamaican Black Art literacies (e.g. song and poetry) and provide recommendations for teachers of children of African descent that center Black joy and Pro-Blackness as resistance to anti-Black racism in early childhood pedagogy and practice.

A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education

ABSTRACTThe purpose of this comparative case study, conducted with eight engineers in different firms who specialized in different disciplines of engineering, was to identify and describe the patterned ways in which they used written genres in the context of object‐oriented activity, as well as to describe their evaluative frameworks and literacy practices. The research team used descriptive coding to analyze field notes from twelve two‐hour observations per engineer; they also used categorical thematic analysis to analyze transcripts from six interviews and retrospective protocols per engineer. The analyses indicated that, to some extent, engineers read and wrote distinct written genres that varied according to their role (e.g., quality assurance manager versus test designer) and the traditions of their discipline (e.g., electrical versus mechanical). However, across sites, roles, and disciplines, they used common evaluative frameworks when they evaluated texts’ accuracy, consistency, adherence to standards, currency, executability, reproducibility, concision, and clarity. In conjunction with these evaluative frameworks, engineers also enacted common literacy practices, such as cross‐checking, peer review, using templates when composing, and verifying with the physical world. The study concludes with implications for transformative, rather than reproductive, disciplinary literacy pedagogies in which students can use expansive disciplinary literacies in engineering to address issues that are important to them. As part of these pedagogies, students can articulate why common evaluative frameworks and literacy practices are important to producing safe outcomes in engineering, while they simultaneously expand these frameworks and practices to reflect values and cultures that are important to them.

Не заради човека, а заради ползата – литературното образование в риск

Drawing on the research of Martha Nussbaum, the article focuses on the “devastating” crisis experienced by modern education systems entailing their consistent subordination to the dominant economic logic and the resulting neglect of the literature and humanities in the school curricula. According to Nussbaum, should this trend continue to prevail, very soon the education systems will be simply producing generations of efficient machines incapable of human empathy and devoid of any critical reflection. Literary education, Nussbaum emphasizes, can not only help cultivate empathy and humane attitude towards the other, but also become one of the main factors in developing these traits. Stimulating the active emotions and imagination of the children, literature encourages them to think about others, about strangers with whom their real life experience will not give them the opportunity to meet. Reading literature helps one to build an inner intuition for the common human vulnerability, and thus counteracts the temptation to respond to human imperfections and weakness by pursuing total control.

РАБОТА С КИНОПРИКАЗКИ В ПОДГОТВИТЕЛНА ГРУПА

The research reveals peculiarities using cinema fairy tales in the process of literary education in kindergarten. The author’s work with students creates new methods and techniques and also enriches with new content the existing ones: introduction of film terminology, screening and discussion of film footage, making a movie poster, guessing a film title by listening to an excerpt from film music, arranging a movie puzzle, guessing the name of a character from a movie line and etc. The introduction of film pedagogical accents raises the problem of the synchronous use of theater pedagogy, media pedagogy, library pedagogy and other scientific fields corresponding to pedagogical research.

문학적 글쓰기를 활용한 자기서사 쓰기 연구

This study developed and reflected on the class model of ‘literary writing’ as a methodology of literary education and creative writing. Literary writing started with four goals. To learn to appreciate literary works (tales) with an open mind, to link problems that hinder self-realization with reactions through appreciation of stories, to properly reflect on one’s own problems in the process of creating a narrative, and to discover problems was to solve. To what extent these goals were achieved was checked through the questionnaires of the learners. As a result, it was confirmed that literary writing is a meaningful means as a writing methodology that allows learners to develop their own imagination and creativity and freely reveal their inner self.

Critical Literacy in Practice: How Educators Leverage Supports and Overcome Challenges to Enact Critical Literacy Pedagogy in Their Classrooms

This is a multiple case study exploring five high school English teachers’ perceived supports and challenges to enacting critical literacy pedagogy, and their experiences navigating the challenges. Through a structure/culture/agency framework, I sought to understand how these five teachers’ leveraging of supports and sense of agency in the face of challenges impacted the critical literacy choices they made in their classrooms. In order to understand how participants’ pedagogical challenges, supports, and agency all intersected to impact their critical literacy teaching, I used critical narrative analysis to explore the presence and/or absence of grammatical and framing agency in their narratives. The analysis found that participants mostly experienced challenges at the local (school) and institution level contexts, and navigated these challenges differently depending on the level of agency they saw themselves having in their schools.

Opportunities of Poetry Pedagogy in Literature in English at Two Leribe Schools: Teachers' perceptions

Opportunities of Poetry Pedagogy in Literature in English at Two Leribe Schools: Teachers' perceptions

Strengthening teacher pedagogical literacy after the Covid-19 pandemic in vocational secondary education in Banten Province

The purpose of this study is to improve the pedagogic competence of teachers in implementing literacy in learning through lesson study, namely: socialization, training, self-evaluation, reflective pedagogical paradigm, exploration, simulation, documentation, group discussion, mapping, and practice at SMK Negeri 3 South Tangerang, Banten Province, Indonesia. This type of research is action research which consists of two cycles, each carried out in four meetings. The research procedure includes (1) planning, (2) implementing actions, (3) observing, and (4) reflection. The subjects in the study were productive teachers and normative teachers at SMK Negeri 3 Tangsel, opening 15 people. The results showed that the teacher's pedagogic competence in implementing literacy in pre-action learning was 37%, the first cycle increased by 83%, and the second cycle increased significantly by 100%. Classically the percentage has increased by 63%. Based on these results, it can be said that lesson study can improve the pedagogic competence of teachers in implementing literacy in learning at SMK Negeri 3 Tangsel, Banten Province.

RESEARCH INTO FACTORS INFLUENCING THE (NON)INTEGRATION OF INNOVATIVE METHODS INTO THE TEACHING OF LITERARY EDUCATION AT LOWER-SECONDARY SCHOOLS: PRESENTATION OF RESEARCH SURVEY

The primary goal of this contribution is to present our research survey, which focuses on uncovering factors influencing the inclusion or non-integration of innovative methods into the teaching of literary education at lower-secondary schools. We view innovative methods as approaches to teaching that target texts and are built on didactic textual interpretation. At the same time they join together the three basic elements of experiential literary education, i.e. reading, creativity and teaching. The presented research survey builds on the results of research that dealt with the constitution of a separate subject-didactics of literature in a conceptual sense, including those which centred findings on the integration of innovative teaching methods into teaching and educational practice at various stages of education. The research tool used in the presented qualitative research will be interviews with randomly chosen respondents. The interviews will be recorded and subsequently transcribed. They will be evaluated using grounded theory according to Strauss and Corbin.

ЕКОКРИТИЧНЕ ПРОЧИТАННЯ ХУДОЖНІХ ТВОРІВ НА УРОКАХ ЗАРУБІЖНОЇ ЛІТЕРАТУРИ

This paper calls for a rapprochement between ecocriticism and school education, especially foreign literary lessons. The principles of ecocritical interpretation as a new tendency in the Ukrainian literary education are considered. Special attention is paid to the categorization of environmental literature. At first, the author focuses on the phenomenon of ecocriticism which appeared in response to the interest of researchers to the new kind of nature literature and to the ways of literary representation of the ecological themes in school. Foreign literary gives a rich material for teachers to represent ecological problems. Arguing for the necessity of bringing theory into school course of foreign literature the paper suggest that green studies needs to be wildly represented at the lessons. Literature and the arts have been drawn to portrayals of physical environments and human-environment interactions. The modern environmentalist movement as it emerged first in the late nineteenth century and, in its more recent incarnation, in the 1960s, gave rise to a rich array of fictional and nonfictional writings concerned with humans’ changing relationship to the natural world. Only since the early 1990s, however, has the long-standing interest of literature studies in these matters generated the initiative most commonly known as «ecocriticism» or «green studies». In such areas as the study of literature, ecocriticism converges with such disciplines in the humanities: environmental anthropology, environmental history, and environmental philosophy. A new wave of ecological researches have been noticed in education sphere. The school course of foreign literature has new line еcological safety and sustainable development», as a transfer «forming in social activity, viability and environmental awareness for saving and defending environment. That’s why teachers can use ecocritical tools for analysis literary works at the lessons. It gives more opportunities for studying and understanding ecological problems by students. Key words: ecocriticism, green studies, foreign literature, environmental imagination, literary theory

INTERMEDIALITY AS A CONCEPT FOR LITERATURE TEACHING USING THE EXAMPLE OF THE PHOTOLITERARY SEMINAR “DISAPPEARING FOOTPRINTS”

Based on the methodological innovations that the intermedial approach has brought about in the didactics of literature, the study attempts to take stock of the didactic added value of a DAAD seminar event that took place in Kiev in 2021: the photo-literary seminar Vanishing Traces. The report focuses on the skills of the seminar participants that were trained by the application of a dialogical intermedial methodology: first and foremost, critical thinking and creativityin dealing with literature and photography.The specific aim of the project was to enable the students to engage creatively and aesthetically with the culture of remembrance in the Ukrainian capital and to expand this through an intermedial perspective.The search for traces of the past in the present face of the city and its literary and photographic reappraisal shaped the concept of the seminar, which consisted of four sections: 1) A theoretical introduction to the relationship between literature and photography from an intermedial perspective offered by lecturers; 2) A workshop on the theory and practice of urban photography led by a Kiev photographer; 3) Consolidation of the stimuli arising from the seminar through photo editing and text production by the seminar participants; 4) Publication of the seminar participants' creations in a bilingual book (Ukrainian-German).This experience showed that courses can be successfully constructed and carried out starting from a transmedial view of literature.

The Development of Education in Medieval Iceland

The Development of Education in Medieval Iceland

Onderzoekend lezen: geïntegreerd leesonderwijs en de rol van de leerling als betekenisgever

Current Dutch reading education does not suffice for deep understanding of texts. This problem calls for a solution that (re)combines literary education and reading comprehension –the two pillars on which Dutch reading education is built. The goal is to introduce a way of reading that requires a different set of skills from students as active ‘meaning makers’, thus putting interpretation back on the map. In this article, we first discuss how the current linkage between reading enjoyment, reading promotion, and literature education sends students the misleading message that reading literature would produce (primarily) reading enjoyment. We argue that this linkage ensures that reading motivation problems related to comprehension of non-literary texts – as reported by students and their teachers – remain underexposed and virtually unaddressed. We then propose a repositioning of both forms of reading instruction that makes reading comprehension more ‘comprehensible’, that is, resulting in a deeper understanding of texts and positioning students in the more motivating role of meaning maker. This can be achieved with a didactic approach that approaches texts (literary as well as non-literary) as sources of – and for – linguistic and philosophical reflections, for example on one’s self, on the Other, or on the Netherlands and the world. Finally, as reading motivation is augmented when texts are read that relate to a specific context, we suggest focusing on ‘Dutch discourses’ as a productive context for the Dutch class at secondary schools. We provide examples of how such an ‘inquisitive reading’ could be didacticized and set a research agenda that could further explore this direction.

English

The present study aims to develop a valid and reliable pedagogical literacy scale based on teachers’ views. It also aims to investigate the variations in pedagogical literacy levels of teachers based on gender, educational level, and professional seniority variables to test the functionality of the pedagogical literacy scale. The study was conducted with teachers employed in educational institutions at various levels in Malatya Province, Turkey. The exploratory factor analysis was conducted with 345 active teachers employed in Ye?ilyurt District in Malatya Province during the 2021-2022 academic year. Dynamic factor analysis (DFA) was conducted with 375 active teachers employed in Battalgazi District in Malatya Province during the 2021-2022 academic years, and the functionality of the scale was determined with 412 teachers employed in various districts in Malatya Province. In the study, the draft item pool included 37 items before the exploratory factor analysis. However, the experts suggested revision of three items and removal of four items, and the exploratory factor analysis (EFA) was conducted on 33 items. EFA results revealed that the scale included 4 factors in 25 total items. Confirmatory factor analysis (CFA) revealed that the 4-factor 25-item scale was acceptable based on excellent fit indices. The Cronbach Alpha coefficient of the scale that included 25 items and four factors was 901. The analysis was conducted to test the functionality of the scale and it was determined that the pedagogical literacy levels of the teachers were good. Furthermore, it was concluded that there were significant differences between the pedagogical literacy levels of the teachers based on gender, educational level and professional seniority variables.   Key words: Pedagogy, literacy, pedagogical literacy, pedagogical literacy scale.

ОКУУЧУЛАРДЫН ЭТНОПЕДАГОГИКАЛЫК ЖАКТАН СОЦИАЛДАШУУСУ ЖАНА ОРТО МЕКТЕПТИН 10-11-КЛАССТАРЫНДА КЫРГЫЗ АДАБИЯТЫН ОКУТУУНУ ӨРКҮНДӨТҮҮ

The actuality of this article is the need to teach Kyrgyz literature in high school on an ethnopedagogic basis, indicating that there are still no text developments in Kyrgyz literature that are ready for a reasoned presentation or presentation of thoughts using the means of artistic speech, as a result of which it is difficult for some students to convey their thoughts to other people in the social sphere. This article examines the importance of Ethno pedagogy in the subject standard of teaching Kyrgyz literature in general education schools and its role in the socialization of students. While the new literary education standard was created for secondary schools, it introduces the requirement to change the curriculum of Kyrgyz literature in secondary schools. The article explains the role of Ethno pedagogy in its implementation in the educational process, the definition of competencies based on the new subject standards, which are combined with the task of educating the younger generation in the socialization of the country and interpreted in the context of creating personal, socio-cultural competencies. Considering the analysis of the ideological content of works of art, a study was conducted to show how it can affect the development of the child as a person. The didactic nature of ethno- pedagogy is analyzed using examples related to the competencies defined in the subject standard. As a result, as the main purpose of the study, the author considers the practice of teaching methods of Kyrgyz literature in high schools on an ethnopedagogic basis, plans of classes, educational and methodological developments, methods, questions of the final module, the results of which are presented at literature lessons throughout the republic.

Exploring the character education contents of the 2015 curriculum literature education

Purpose: The purpose of this study is to extract the personality competency factors of literature education presented in the 2015 curriculum, relate it to the achievement standards of literature education, and suggest ways to strengthen the personality competency. Methodology/Approach: To this end, the Korean language personality competency was examined, the Korean language personality competency factors were extracted, and the competency contained in the content of the achievement standards was explored. Findings/Conclusions: The results are as follow. First, Korean personality competency was extracted as individual factors (introspection: honesty, responsibility, autonomy), relational factors (communication: consideration, empathy, reconciliation), and social factors (cooperation: participation, cooperation). Second, the literary education content system was related to responsibility, honesty, participation, autonomy, consideration, empathy, reconciliation, and cooperation capacity. Third, the achievement standards for grades 3~4 of elementary school are honesty, autonomy, and competency; the achievement standards for grades 5~6 are honest, autonomy, responsibility, empathy, and cooperation; the achievement standards for middle school grades 1~3 include honesty, autonomy, empathy, consideration, reconciliation, participation, and cooperation; It was analyzed that honesty, autonomy, empathy, participation, and cooperation competencies were included in the achievement standards of the first year of high school. Implications: As a result, literature education is an education that helps to develop character competency, so it is necessary to continuously think about how to realize the character competency shown in the achievement standard in practical classes. suggested that it is necessary to present.