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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.

Table of Contents

  1. Cover
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  1. TItle Page, Copyright
  2. pp. iii-iv
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  1. Contents
  2. pp. v-viii
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  1. Acknowledgements
  2. p. ix
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  1. Introduction: Postcolonial Pedagogy and the Impossibility of Teaching: Outside in the (CanadianLiterature) Classroom
  2. pp. 12-33
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  1. The Culture of Celebrity and National Pedagogy
  2. pp. 35-55
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  1. Cross-Talk, Postcolonial Pedagogy, and Transnational Literacy
  2. pp. 57-74
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  1. Literary Citizenship: Culture (Un)Bounded, Culture (Re)Distributed
  2. pp. 75-85
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  1. Globalization, (Canadian) Culture, and Critical Pedagogy: A Primer
  2. pp. 87-100
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  1. Culture and the Global State: Postcolonialism, Pedagogy, and the Canadian Literatures
  2. pp. 101-116
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  1. Canadian Literature in English "Among Worlds"
  2. pp. 117-133
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  1. Everything I Know about Human Rights I Learned from Literature: Human Rights Literacy in the Canadian Literature Classroom
  2. pp. 135-150
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  1. Compr(om)ising Post/colonialisms: Postcolonial Pedagogy and the Uncanny Space of Possibility
  2. pp. 151-165
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  1. From Praxis to Practice: Prospects for Postcolonial Pedagogy in Canadian Public Education
  2. pp. 167-188
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  1. "You Don't Even Want to Go There": Race, Text, and Identities in the Classroom
  2. pp. 189-212
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  1. Is There a Subaltern in This Class(room)?
  2. pp. 213-228
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  1. How Long Is Your Sentence?: Classes, Pedagogies, Canadian Literatures
  2. pp. 229-244
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  1. Codes of Canadian Racism: Anglocentric and Assimilationist Cultural Rhetoric
  2. pp. 245-256
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  1. Reading against Hybridity?: Postcolonial Pedagogy and the Global Present in Jeannette Armstrong's Whispering in Shadows
  2. pp. 257-284
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  1. Teaching the Talk That Walks on Paper: Oral Traditions and Textualized Orature in the Canadian Literature Classroom
  2. pp. 285-300
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  1. "Outsiders" and "Insiders": Teaching Native/Canadian Literature as Meeting Place
  2. pp. 301-320
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  1. Getting In and Out of the Dark Room: In Search of April Raintree as Neutral Ground for Conflict Resolution
  2. pp. 321-334
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  1. Thinking about Things in the Postcolonial Classroom
  2. pp. 335-350
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  1. Postcolonial Collisions of Language: Teaching and Using Tensions in the Text
  2. pp. 351-367
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  1. Re-Placing Ethnicity: New Approaches to Ukrainian Canadian Literature
  2. pp. 369-383
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  1. To Canada from "My ManySelves": Addressing the Theoretical Implications of South Asian Diasporic Literature in English as a Pedagogical Paradigm
  2. pp. 385-403
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  1. Literary History as Microhistory
  2. pp. 305-422
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  1. Postcolonialism Meets Book History: Pauline Johnson and Imperial London
  2. pp. 423-439
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  1. Margaret Atwood's Historical Lives in Context: Notes on a Postcolonial Pedagogy for Historical Fiction
  2. pp. 441-460
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  1. At Normal School: Seton, Montgomery, and the New Education
  2. pp. 461-485
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  1. Cornering the Triangle: Understanding the "Dominionitive" Role of the Realistic Animal Tale in Early Twentieth-Century Canadian Children's Literature
  2. pp. 487-501
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  1. The Teacher Reader: Canadian Historical Fiction, Adolescent Learning, and Teacher Education
  2. pp. 503-516
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  1. Afterword
  2. pp. 517-523
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  1. Contributors
  2. pp. 525-530
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  1. REAPPRAISALS: CANADIAN WRITERS
  2. pp. 531-533
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Additional Information

ISBN
9780776616094
Related ISBN
9780776605777
MARC Record
OCLC
144080174
Pages
545
Launched on MUSE
2012-01-01
Language
English
Open Access
Yes
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