CALL FOR PAPERS
German Studies Association, New Orleans, 9/18/03-9/21/03
This panel explores pedagogical and theoretical issues of teaching literature
in upper level undergraduate classes. As John Guillory states in “The Very
Idea of Pedagogy” (“Profession” 2002), the field of literature pedagogy has
until now remained mostly on the level of “what worked for me in my class.”
(165) The recent inclusion of scholarship in this field into the MLA
Bibliography, however, mirrors the necessity for inquiries into why and how we
do what we do on a daily basis in our literature classes.
Possible paper topics or aspects to be included:
1. How do pedagogical, sociological, or psychological issues inform our
teaching of literature (vs. language)?
2. What theoretical considerations underlie our teaching of literature to
undergraduates (vs. graduates)?
3. How do we entice students to look for and examine ambiguities and
complexities in fictional texts? Or: How do we prepare and guide students’
reading in a way so that ambiguities are realized rather than rationalized?
4. How do we encourage students to go beyond discrete facts and think
5. How do we establish context and perspective?
6. What type of writing assignments help students construct structurally sound
and original arguments that go beyond plot summaries or generalizations?
7. What types of tasks and activities help establish a student-centered
literature classroom? Why?
(Note: I didn’t draft any questions regarding specific foreign language
issues. I see this panel as relevant to lit. classes taught in German or
English. But that doesn’t have to exclude paper topics that deal with the
linguistic problems of reading literature in a foreign language.)
Please submit abstract and brief CV by 2/10/03 to:
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Assistant Professor of German
Dept. of Modern Languages
PO Box 6004
Northern Arizona University
Flagstaff, AZ 86011-6004