Abstract

Abstract:

Ideological transparency is an issue in core literature classes, particularly where teachers understand literature as social critique. This article argues that the critical and prosocial growth we hope students will achieve in a semester with us requires a longer and more incremental process, one in which literature courses have a limited but potentially meaningful role.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 149-155
Launched on MUSE
2020-01-14
Open Access
No
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