A Case for Teaching Literature in the Secondary School
Why Reading Fiction Matters in an Age of Scientific Objectivity and Standardization
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Language Arts, Literacy, Teaching, Teaching Methods
| Author: | Janet Alsup | ISBN: | 9781317585039 |
| Publisher: | Taylor and Francis | Publication: | April 17, 2015 |
| Imprint: | Routledge | Language: | English |
| Author: | Janet Alsup |
| ISBN: | 9781317585039 |
| Publisher: | Taylor and Francis |
| Publication: | April 17, 2015 |
| Imprint: | Routledge |
| Language: | English |
Taking a close look at the forces that affect English education in schools—at the ways literature, cognitive science, the privileging of the STEM disciplines, and current educational policies are connected—this timely book counters with a strong argument for the importance of continuing to teach literature in middle and secondary classrooms. The case is made through critical examination of the ongoing "culture wars" between the humanities and the sciences, recent research in cognitive literary studies demonstrating the power of narrative reading, and an analysis of educational trends that have marginalized literature teaching in the U.S., including standards-based and scripted curricula. The book is distinctive in presenting both a synthesis of arguments for literary study in the middle and high school and sample lesson plans from practicing teachers exemplifying how literature can positively influence adolescents’ intellectual, emotional, and social selves.
Taking a close look at the forces that affect English education in schools—at the ways literature, cognitive science, the privileging of the STEM disciplines, and current educational policies are connected—this timely book counters with a strong argument for the importance of continuing to teach literature in middle and secondary classrooms. The case is made through critical examination of the ongoing "culture wars" between the humanities and the sciences, recent research in cognitive literary studies demonstrating the power of narrative reading, and an analysis of educational trends that have marginalized literature teaching in the U.S., including standards-based and scripted curricula. The book is distinctive in presenting both a synthesis of arguments for literary study in the middle and high school and sample lesson plans from practicing teachers exemplifying how literature can positively influence adolescents’ intellectual, emotional, and social selves.
