Pedagogy, Praxis, Ulysses: Using Joyce's Text to Transform the ClassroomRobert D. Newman University of Michigan Press, 1996 - 269 psl. Much theoretical debate has occurred about James Joyce's Ulysses as a model for reading. Critics often cite it as the ideal writerly text, where, according to Barthes, the reader becomes actively involved in producing meaning rather than a mere consumer of words. Post-structuralist, Marxist, and feminist theorists variously see the novel as the place to discover the infinite deferral of understanding, the polyphonic text that liberates the reader from narrow ideological meaning, or the work that undercuts prevalent psychoanalytical notions of language and offers new interpretive strategies. In many ways, Ulysses is a chameleon text, accommodating multiple interpretations while permitting infinite possibilities for discovery. Pedagogy, Praxis, Ulysses approaches Joyce's novel not simply as a text to be examined, but as a touchstone to generate theoretical and practical ideas for innovation in teaching. The collection employs Ulysses as a springboard for thought- provoking questions about how we read, learn, and teach--and about how new, open-minded approaches to pedagogy can communicate to students the value of interpreting as a strategy of survival, and questioning as a vital technique for experiencing life. Contributors to the volume are M. Keith Booker, Sheldon Brivic, Kevin Dettmar, Michael Patrick Gillespie, Roy Gottfried, Margaret Mills Harper, R. Brandon Kershner, Archie Loss, Patrick Lynch, Robert Newman, Margot Norris, Jörg Rademacher, Susan Shaw Sailer, Brian Schaffer, Carol Schloss, Gregory Ulmer, E. P. Walkiewicz, Craig Werner, and Jennifer Wicke. "For anyone who cares about teaching Joyce--or teaching at all-- this volume is a rich, provocative, surprising, invigorating, and, above all, passionately argued collection. The essays are astonishingly different, despite their common focus on Ulysses, but what they all share is a sense of the classroom as a powerful forum for challenging received ideas." --Garry Leonard, University of Toronto, Scarborough Robert Newman is Professor and Chair of the Department of English, University of South Carolina. |
Turinys
Ulysses and the Preemptive Power of Plot | 21 |
CIVILIZATION AND ITS DISCONTEXTS 77 | 79 |
Women in Rooms Women in History | 97 |
Teaching Freud through Nausicaa | 121 |
Teaching Howards End through Ulysses through Bakhtin | 153 |
Dialogic Monologue or Divided Discourse in Ulysses | 167 |
Ulysses Cubism and | 195 |
Cyclops Sirens and the Myths | 225 |
Contributors | 267 |
Kiti leidimai - Peržiūrėti viską
Pedagogy, Praxis, Ulysses– Using Joyce's Text to Transform the Classroom Robert D. Newman Trumpų ištraukų rodinys - 1996 |
Pagrindiniai terminai ir frazės
Achebe African artist Bacon Bakhtin become body Bourgeois British chapter Cindy Sherman Circe civilization classroom complex context critical cubist cultural Cyclops depiction Dialogic discourse Dublin Ellmann English episode essay example experience explore fantasy female fiction film Finnegans Wake Forster's Freud gender Gerty Gerty's Howards End human imperialism interior interpretation Ireland Irish James Joyce Jews Joyce's Ulysses Kristeva language Laurie Anderson Leopold Bloom Lestrygonians literary literature Lucia Joyce McGuckian Midnight's Children mind modern Molly Bloom multicultural myth mythic narrative narrator nature Nausicaa Ngugi novel objects opening lines Othello painting passage pedagogical perspective play poems political Portrait postcolonial writers postmodern readers representation Richard Ellmann role Rushdie Rushdie's scene sense sexual Sherman Sirens social space specific Stephen Dedalus story structures suggest T. S. Eliot teaching texts things tion tive tradition trans Ulysses University Press visual voice woman women words writing York