Abstract

This article suggests how folklore not only can (and does) contribute to the liberal arts curriculum as traditionally conceived but also provides a theoretical framework for how the liberal arts can address and adapt to the shifting expectations of cultural literacy and global citizenship in a postcolonial, decentered world.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 229-239
Launched on MUSE
2012-10-03
Open Access
No
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