In this Book

Home-Work: Postcolonialism, Pedagogy, and Canadian Literature

Book
Edited by Cynthia Sugars
2004
Published by: University of Ottawa Press
Series: Reappraisals: Canadian Writers
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summary
Canadian literature, and specifically the teaching of Canadian literature, has emerged from a colonial duty to a nationalist enterprise and into the current territory of postcolonialism. From practical discussions related to specific texts, to more theoretical discussions about pedagogical practice regarding issues of nationalism and identity, Home-Work constitutes a major investigation and reassessment of the influence of postcolonial theory on Canadian literary pedagogy from some of the top scholars in the field. Published in English.

Table of Contents

open access

Cover

TItle Page, Copyright

pp. iii-iv

Contents

pp. v-viii

Acknowledgements

pp. ix

Introduction: Postcolonial Pedagogy and the Impossibility of Teaching: Outside in the (CanadianLiterature) Classroom

pp. 12-33

The Culture of Celebrity and National Pedagogy

pp. 35-55

Cross-Talk, Postcolonial Pedagogy, and Transnational Literacy

pp. 57-74

Literary Citizenship: Culture (Un)Bounded, Culture (Re)Distributed

pp. 75-85

Globalization, (Canadian) Culture, and Critical Pedagogy: A Primer

pp. 87-100

Culture and the Global State: Postcolonialism, Pedagogy, and the Canadian Literatures

pp. 101-116

Canadian Literature in English "Among Worlds"

pp. 117-133

Everything I Know about Human Rights I Learned from Literature: Human Rights Literacy in the Canadian Literature Classroom

pp. 135-150

Compr(om)ising Post/colonialisms: Postcolonial Pedagogy and the Uncanny Space of Possibility

pp. 151-165

From Praxis to Practice: Prospects for Postcolonial Pedagogy in Canadian Public Education

pp. 167-188

"You Don't Even Want to Go There": Race, Text, and Identities in the Classroom

pp. 189-212

Is There a Subaltern in This Class(room)?

pp. 213-228

How Long Is Your Sentence?: Classes, Pedagogies, Canadian Literatures

pp. 229-244

Codes of Canadian Racism: Anglocentric and Assimilationist Cultural Rhetoric

pp. 245-256

Reading against Hybridity?: Postcolonial Pedagogy and the Global Present in Jeannette Armstrong's Whispering in Shadows

pp. 257-284

Teaching the Talk That Walks on Paper: Oral Traditions and Textualized Orature in the Canadian Literature Classroom

pp. 285-300

"Outsiders" and "Insiders": Teaching Native/Canadian Literature as Meeting Place

pp. 301-320

Getting In and Out of the Dark Room: In Search of April Raintree as Neutral Ground for Conflict Resolution

pp. 321-334

Thinking about Things in the Postcolonial Classroom

pp. 335-350

Postcolonial Collisions of Language: Teaching and Using Tensions in the Text

pp. 351-367

Re-Placing Ethnicity: New Approaches to Ukrainian Canadian Literature

pp. 369-383

To Canada from "My ManySelves": Addressing the Theoretical Implications of South Asian Diasporic Literature in English as a Pedagogical Paradigm

pp. 385-403

Literary History as Microhistory

pp. 305-422

Postcolonialism Meets Book History: Pauline Johnson and Imperial London

pp. 423-439

Margaret Atwood's Historical Lives in Context: Notes on a Postcolonial Pedagogy for Historical Fiction

pp. 441-460

At Normal School: Seton, Montgomery, and the New Education

pp. 461-485

Cornering the Triangle: Understanding the "Dominionitive" Role of the Realistic Animal Tale in Early Twentieth-Century Canadian Children's Literature

pp. 487-501

The Teacher Reader: Canadian Historical Fiction, Adolescent Learning, and Teacher Education

pp. 503-516

Afterword

pp. 517-523

Contributors

pp. 525-530

REAPPRAISALS: CANADIAN WRITERS

pp. 531-533
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