Post-response: Setting limits to the poetry lesson
While students of English are required to engage with texts from a variety of theoretical perspectives, these positions are often refracted through a personal-ethical paradigm which uses the text as a surface on which students' moral selves can be displayed for the corrective gaze of the teache...
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| Format: | Journal Article |
| Published: |
English Teachers Association of Western Australia
2008
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| Online Access: | http://hdl.handle.net/20.500.11937/28692 |
| _version_ | 1848752604801138688 |
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| author | Bender, Stuart |
| author_facet | Bender, Stuart |
| author_sort | Bender, Stuart |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | While students of English are required to engage with texts from a variety of theoretical perspectives, these positions are often refracted through a personal-ethical paradigm which uses the text as a surface on which students' moral selves can be displayed for the corrective gaze of the teacher. A model of reading as productive practice, on the other hand, suggests that there is no innate reason for a text (poetic or otherwise) to be read in this way. In this paper the author offers an alternative mode of study, drawing on historical- philological practice, which allows students to approach poetry from a perspective that brackets the notion of the personal response |
| first_indexed | 2025-11-14T08:11:16Z |
| format | Journal Article |
| id | curtin-20.500.11937-28692 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:11:16Z |
| publishDate | 2008 |
| publisher | English Teachers Association of Western Australia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-286922017-01-30T13:06:40Z Post-response: Setting limits to the poetry lesson Bender, Stuart pedagogy historical-philological poetry English teaching While students of English are required to engage with texts from a variety of theoretical perspectives, these positions are often refracted through a personal-ethical paradigm which uses the text as a surface on which students' moral selves can be displayed for the corrective gaze of the teacher. A model of reading as productive practice, on the other hand, suggests that there is no innate reason for a text (poetic or otherwise) to be read in this way. In this paper the author offers an alternative mode of study, drawing on historical- philological practice, which allows students to approach poetry from a perspective that brackets the notion of the personal response 2008 Journal Article http://hdl.handle.net/20.500.11937/28692 English Teachers Association of Western Australia restricted |
| spellingShingle | pedagogy historical-philological poetry English teaching Bender, Stuart Post-response: Setting limits to the poetry lesson |
| title | Post-response: Setting limits to the poetry lesson |
| title_full | Post-response: Setting limits to the poetry lesson |
| title_fullStr | Post-response: Setting limits to the poetry lesson |
| title_full_unstemmed | Post-response: Setting limits to the poetry lesson |
| title_short | Post-response: Setting limits to the poetry lesson |
| title_sort | post-response: setting limits to the poetry lesson |
| topic | pedagogy historical-philological poetry English teaching |
| url | http://hdl.handle.net/20.500.11937/28692 |