(Dis)locating Aesthetics

Feeling, Retrieving, and Reconstructing The Handmaid’s Tale in a Multicultural A-Level English Classroom

Datos Bibliográficos

ID20501940
AutoresSulaxana Hippisley (Institute of Education, UCL, London, UK, autor de correspondencia)
Año2024
Volumen31
Número2
Páginas146-160
Fecha de publicación2024-04-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChanging English (JOURNAL)
Identificadores de la revistaISSN: 1358-684X • E-ISSN: 1469-3585
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2024.2326483
OpenAlexW4393200806
IdiomaEN
Citas recibidas1
Referencias citadas12

This article interrogates the role of retrieval practices in an urban, multicultural London classroom. With the advent of cognitive science-based approaches in recent years, retrieval has become a central tenet for testing foundational knowledge in English literature. I consider the implications of retrieval for classroom discourses concerning feeling, experience and aesthetics. I ask whether it is possible to conceptualise ‘retrieval’ differently to encompass the funds of knowledge offered by our students and contexts that lie beyond the classroom

Aesthetics · Art · Cognition · Epistemology · Feeling · Multiculturalism · Pedagogy · Sociology · Language, Metaphor, and Cognition · Philosophy · Psychology · Social Psychology · Subtitles and Audiovisual Media · Visual and Cognitive Learning Processes