Considers the ways in which different ideologies promote particular understandings of texts and certain kinds of readings. Outlines three broad ideologies of reading and interpreting literature. Argues for the usefulness of a reading pedagogy drawing upon cultural criticism. Provides classroom activities to foster such a way of reading. (HB)

Describes the gradual breakthroughs and the classroom procedures in one teacher's efforts to find a pedagogy for poetry that would side-step or eliminate the need for a direct assault on meaning. Discusses the complex first response to poems. Uses visual art to encourage looking and seeing over judging, and reporting over interpretation. (PA)