Abstract

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.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 393-412
Launched on MUSE
2016-09-22
Open Access
No
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