D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom

 

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dc.contributor.advisor Bakker, Nigel en_ZA
dc.contributor.author Berry, Kirsty en_ZA
dc.date.accessioned 2016-03-28T14:42:19Z
dc.date.available 2016-03-28T14:42:19Z
dc.date.issued 1997 en_ZA
dc.identifier.citation Berry, K. 1997. D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/18317
dc.description Bibliography: pages 87-92. en_ZA
dc.description.abstract The aim of this dissertation is to present a means to redress imbalances that have operated in and continue to pervade our school classrooms. The singularity that is demanded by compliance, conformity and order of the Modernist era is now rejected in a celebration of in diversity and heterogeneity. At the root of the journey is belief in the power fit challenges that lie within the dissolution of our foundations and frames of reference - to capture the moment, and to move beyond into a new set of relationships with a world and those who constitute it. Postmodernism is about a new way of thinking - being conscious to the manner in which we are positioned and being aware that the knowledge we gain is not innocent, but carries with it a historical weighting. Our struggle in the classroom rests in language, for we fundamentally recognise that it is through language that we are constituted as subject, but also in which we act as a constituting subject. The task of the postmodernist is to disturb the constructs of our lived realities - "to make strange" and to enter into new relationships that are grounded in possibility. It is the postmodern moment that is the point of "rupture" (Foucault's term) - that moment of realization of being within a language and a particular historical and cultural framework [Marshall: l992:3]. For this to be possible, it is necessary to uncover the mechanisms that take control and how they do so. Truths are provisional and limited, thus any transformative potential lies in the spaces that are constituted in the differences provided by that which is meaning. Our task in the classroom is to recognise the frames of reference which validate the subject's position in the world, and lay open alternative empowering channels to move beyond the immediate. Literature is our instrument of liberation. As we seek to understand how our meanings have been constituted, a state of constant deferral of meaning must be achieved.-In the classroom, such possibilities create a new type of "knower", one whose meaning is validated by experienced and whose positioned is guaranteed by a redefined reader-text-author-teacher relationship. We regard Literature as an act of interaction, and as unity lies in its destination (the reader), it is critical that we redefine the ideas about society's centre and the margin. Our struggle in the classroom, therefore, is about the questions of identity, place and values. en_ZA
dc.language.iso eng en_ZA
dc.subject.other English literature - Study and teaching en_ZA
dc.title D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Berry, K. (1997). <i>D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/18317 en_ZA
dc.identifier.chicagocitation Berry, Kirsty. <i>"D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1997. http://hdl.handle.net/11427/18317 en_ZA
dc.identifier.vancouvercitation Berry K. D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1997 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/18317 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Berry, Kirsty AB - The aim of this dissertation is to present a means to redress imbalances that have operated in and continue to pervade our school classrooms. The singularity that is demanded by compliance, conformity and order of the Modernist era is now rejected in a celebration of in diversity and heterogeneity. At the root of the journey is belief in the power fit challenges that lie within the dissolution of our foundations and frames of reference - to capture the moment, and to move beyond into a new set of relationships with a world and those who constitute it. Postmodernism is about a new way of thinking - being conscious to the manner in which we are positioned and being aware that the knowledge we gain is not innocent, but carries with it a historical weighting. Our struggle in the classroom rests in language, for we fundamentally recognise that it is through language that we are constituted as subject, but also in which we act as a constituting subject. The task of the postmodernist is to disturb the constructs of our lived realities - "to make strange" and to enter into new relationships that are grounded in possibility. It is the postmodern moment that is the point of "rupture" (Foucault's term) - that moment of realization of being within a language and a particular historical and cultural framework [Marshall: l992:3]. For this to be possible, it is necessary to uncover the mechanisms that take control and how they do so. Truths are provisional and limited, thus any transformative potential lies in the spaces that are constituted in the differences provided by that which is meaning. Our task in the classroom is to recognise the frames of reference which validate the subject's position in the world, and lay open alternative empowering channels to move beyond the immediate. Literature is our instrument of liberation. As we seek to understand how our meanings have been constituted, a state of constant deferral of meaning must be achieved.-In the classroom, such possibilities create a new type of "knower", one whose meaning is validated by experienced and whose positioned is guaranteed by a redefined reader-text-author-teacher relationship. We regard Literature as an act of interaction, and as unity lies in its destination (the reader), it is critical that we redefine the ideas about society's centre and the margin. Our struggle in the classroom, therefore, is about the questions of identity, place and values. DA - 1997 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1997 T1 - D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom TI - D(reams) of existing wor(l)ds : a postmodern approach to the teaching of Literature in the English classroom UR - http://hdl.handle.net/11427/18317 ER - en_ZA


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