This paper is a re-examination of Louise Rosenblatt's seminal work of reader-response theory, The Reader, The Text, The Poem. I argue that poems are essentially social in nature and that they open up a space in which conversation and interpretation can take place. With Rosenblatt I argue that until a reader engages with a poem, bringing to it a…

The act of teaching is constituted by tensions between contradictory influences of national educational systems, teachers' professional/personal identity, cultural and social values. Qualitative research methods can explore this complex situation. Indeed, narrative methods have explored teachers' "life histories". This article provides a…

The essay distils from Badiou's writing a pedagogy based on his theories of knowledge and truth, as brought to bear on poetry and the arts. By following Badiou's implicit ontology of learning, which presupposes a dynamic and passionate engagement with a concrete situation, the essay argues that Badiou's view of modernity, in particular,…

This article will discuss my often challenging transition from radical political poet to full time poet teacher in a Roman Catholic secondary school. Can the counter-cultural art form of spoken word education thrive within the institution of school? By looking at classroom and after school experience, student poems and relevant theory, the paper…

William Wordsworth (1770-1850) has much to teach about arts education. However, the first question that many today might ask is, Should we listen to him at all? Wordsworth, some members of the postmodern academy have determined, was a bad man. He was unkind to his family and friends, they say, and they are uncomfortable with the politics he…

The apparent aestheticism of Northrop Frye's view of literature is scrutinized and the moral and didactic underpinnings brought to light. Special attention is paid to the role of literature and the imagination in the development of human morality. (RJG)

Describes elements of the modernism movement in Brazil; paper read at a symposium commemorating the fiftieth anniversay of the Week of Modern Art of Sao Paulo'' held February 11-12, 1972, at the University of California, Los Angeles, California. (DS)

Argues that teaching literature is interpreting literature and that, consequently, the position that literature should only be experienced" is unrealistic in any instructional setting. (RD)

This bibliography and supplement on American ethnic writing provide extensive listings of materials by or about Afro-Americans, American Indians, Hispanic Americans, and Orientals. The areas covered are novels, biography, autobiography, poetry, drama, art, folklore, music, films, records, periodicals, anthologies, bibliographies, criticism,…

Developed to meet the needs and interests of eleventh and twelfth grade inner city students who demand that literature be relevant to life, this curriculum guide provides material for a minicourse in Irish literature that aims at a comprehensive exposure to Irish culture through Irish literature, historical accounts, music, and art. It contains…