In this Book

University of Minnesota Press
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Margins in the Classroom was first published in 1994. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

For today's teacher of literature, facing a minefield of politics and theory, this book arrives as a much needed guide through the multiplying cultural anxieties of the college classroom. Margins in the Classroom brings together established scholars and emerging voices from diverse backgrounds to show how politics and theory can and do affect the most pressing problems confronting the contemporary teacher of literature. The essays in this volume go beyond questioning and examining existing practices to suggest fresh approaches to teaching the expanding literary canon within the context of the politics of the educational institution.

Grounded in literary criticism, psychoanalysis, feminist theory, political economy, sociology, and philosophy, these essays apply new theoretical models to the traditional canon, identify new bodies of literature, and show how theory can be used to analyze these new literatures. Focusing on the politics of teaching and theory in the classroom, the authors explore the present practice and future implications of changing textual analysis, literary theory, and pedagogy. Their essays address the politics of literature as it affects the classroom, the design of courses, and the creation of new courses. They mold theory to the variety of classroom populations and materials the teacher of literature encounters today. The resulting volume bridges the differences between the languages of the classroom instructor and the contemporary theorist. Margins in the Classroom is unique in both the breadth and the depth of its concern over the disturbing, if electric, impact of changes in criticism, theory, and pedagogy in college literature classes as we approach the next century of academic instruction.

Kostas Myrsiades is professor of comparative literature, and Linda S. Myrsiades is professor of English, both at West Chester University. Kostas Myrsiades is editor of College Literature, where Linda S. Myrsiades is an associate editor.

Table of Contents

  1. Cover
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  1. Title Page
  2. pp. i-iv
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  1. Contents
  2. pp. v-vi
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  1. Introduction
  2. Kostas Myrsiades and Linda S. Myrsiades
  3. pp. vii-xii
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  1. 1 Rethinking the Boundaries of Educational Discourse: Modernism, Postmodernism, and Feminism
  2. Henry A. Giroux
  3. pp. 1-51
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  1. 2 Chances of Being Kind: Rorty, Irony, and Teaching Modern Literature
  2. Paul F. Griffin
  3. pp. 52-63
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  1. 3 The Political Responsibility of the Teaching of Literatures
  2. Paul Smith
  3. pp. 64-73
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  1. 4 Literacy and Literature: Making or Consuming Culture?
  2. Linda Shaw Finlav and Nathaniel Smith
  3. pp. 74-88
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  1. 5 (Post)modern Critical Theory and the Articulations of Critical Pedagogies
  2. Msa'ud Zavarzadeh and Donald Morton
  3. pp. 89-101
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  1. 6 The Politics of Teaching Literature: The "Paedagogical Effect"
  2. Robert Miklitsch
  3. pp. 102-120
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  1. 7 Discipline and Resistance: The Subjects of Writing and the Discourses of Instruction
  2. Suzanne Clark
  3. pp. 121-136
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  1. 8 Subversion and Oppositionality in the Academy
  2. Barbara Foley
  3. pp. 137-152
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  1. 9 Entitlement and Empowerment: Claims on Canonicity
  2. Jerry McGuire
  3. pp. 153-171
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  1. 10 Canon: New Testament to Derrida
  2. Michael Payne
  3. pp. 172-187
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  1. 11 Freud, Lacan, and the Subject of Cultural Studies
  2. Robert Con Davis
  3. pp. 188-202
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  1. Contributors
  2. pp. 203-204
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  1. Index
  2. pp. 205-213
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