Abstract

This article argues that students still must be encouraged to participate in active, interpretive communities that build viable textual meanings in literature classes (and elsewhere). It questions how instructors in student-centered classrooms negotiate the balance between maintaining professorial authority and empowering students to test out interpretive arguments.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 167-174
Launched on MUSE
2009-12-06
Open Access
No
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