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Passing and Pedagogy: The DYNAMICS of RESPONSIBILITY.
・ISBN 978-0-252-06770-9 paper US$ 39.00
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お気に入り
★★★
| 著者・編者 | Caughie, Pamela L., |
|---|---|
| 出版社 | (University of Illinois Press, US) |
| 出版年月 | 1999 |
| ページ数 | 304 pp. |
| 言語 | ENG |
| ニュース番号 | ＜A04-44550＞ |
解説
The current academic milieu displays a deep ambivalence about the teaching of Western culture and traditional subject matter. This ambivalence, the product of a unique historical convergence of theory and diversity, opens up new opportunities for what Pamela Caughie calls "passing":recognizing and accounting for the subject positions involved in representing both the material being taught and oneself as a teacher.
Caughie's discussion of passing illuminates a recent phenomenon in academic writing and popular culture that revolves around identities and the ways in which they are deployed, both in the arts and in lived experience. Through a wide variety of texts-novels, memoirs, film, drama, theory, museum exhibits, legal cases-she demonstrates the dynamics of passing, presenting it not as the assumption of a fraudulent identity but as the recognition that the assumption of any identity, including for the purposes of teaching, is a form of passing.
Astutely addressing the relevance of passing for pedagogy, Caughie presents the possibility of a dynamic ethics responsive to the often polarizing difficulties inherent in today's culture. Challenging and thought-provoking, Passing and Pedagogy offers insight and inspiration for teachers and scholars as they seek to be responsible and effective in a complex, rapidly changing intellectual and cultural environment.
Caughie's discussion of passing illuminates a recent phenomenon in academic writing and popular culture that revolves around identities and the ways in which they are deployed, both in the arts and in lived experience. Through a wide variety of texts-novels, memoirs, film, drama, theory, museum exhibits, legal cases-she demonstrates the dynamics of passing, presenting it not as the assumption of a fraudulent identity but as the recognition that the assumption of any identity, including for the purposes of teaching, is a form of passing.
Astutely addressing the relevance of passing for pedagogy, Caughie presents the possibility of a dynamic ethics responsive to the often polarizing difficulties inherent in today's culture. Challenging and thought-provoking, Passing and Pedagogy offers insight and inspiration for teachers and scholars as they seek to be responsible and effective in a complex, rapidly changing intellectual and cultural environment.