Description
Book SynopsisThis book offers new perspectives on the pedagogical value of literary texts. The book is, in the first place, a theoretical study – speculative in nature – about the inherent connection between reading and interculturality. The author argues that reading literary texts may open up a passage to a ‘third place’, a space in which a student can learn more about their own identity and ultimately arrive at a more nuanced understanding of otherness. Some of the skills implicated in the construction of textual understanding can facilitate intercultural learning, opening up opportunities for a pedagogical approach in which the reading of literary texts develops a student’s intercultural perspective and fosters reflection on cultural difference. The author explores the pedagogical potential of the book’s theoretical premises through a sustained classroom-based example.
Table of ContentsContents: Reading literary texts as third place and significance for pedagogy – Reading asymmetries and cultural asymmetries – Virtual participation, transformation and imagination – Reader-response and aesthetic experience – Literature and foreign language intercultural pedagogy; individual and collective identities; reality and literary experience – Pedagogical criteria; modes of reading; text choice and a reading model – Classroom experience.
