Abstract

Abstract:

Formerly, to be a radical teacher one had to be a Marxist, but in the past three years, a simple commitment to honesty, empathy, and democratic community has become an act of resistance. Examining three examples of reader-response criticism suggests how one can apply these values to deepen receptivity to literature and create a sense of agency and dialogue between students and teachers.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 235-256
Launched on MUSE
2020-05-28
Open Access
No
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