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Beyond the Schools Approach: Chronological and Thematic Course Designs for Teaching Literary Theory
- Pedagogy
- Duke University Press
- Volume 16, Issue 3, October 2016
- pp. 393-412
- Article
- Additional Information
This article presents a three-stage critique of the “schools approach” to teaching literary theory at the undergraduate level. First, it demonstrates the continued dominance of this approach both in teaching programs and in the textbook literature. Second, it discusses the approach’s pedagogical shortcomings. Third, it presents a teaching approach better suited to encourage active theoretical reflection.