Document Type
Article
Publication Date
2018
Abstract
Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to “disturb the waters” through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students’ assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and prejudicial responses to global literature and to challenge commonly held beliefs.
Recommended Citation
Wissman, Kelly K., "Teaching Global Literature to “Disturb the Waters”: A Case Study" (2018). Literacy Teaching & Learning Faculty Scholarship. 9.
https://scholarsarchive.library.albany.edu/eltl_fac_scholar/9
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Elementary Education Commons, Language and Literacy Education Commons
Terms of Use
This article is made available under the Scholars Archive Terms of Use.
Comments
Publisher Acknowledgement:
This is the publisher's pdf of the following article: Wissman, K. K. (2018). Teaching global literature to “disturb the waters”: A case study. English Education, 51(1), 17-48.