Teaching Comparative Literature in English(es)

Decolonizing Pedagogy in the Multilingual Classroom

Bibliographic Data

ID13015294
AuthorsBirgit Mara Kaiser (corresponding author)
Year2020
Volume7
Issue3
Pages297-306
Publication date2020-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Cambridge Journal of Postcolonial Literary Inquiry (JOURNAL)
Journal identifiersISSN: 2052-2614 • E-ISSN: 2052-2622
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/pli.2020.7
OpenAlexW3084132412
LanguageEN
Citations received3
References cited6

This article reflects on the challenges that arise when the comparative literature classroom, especially in the Netherlands, is increasingly multilingual and simultaneously increasingly monolingual in its focus on English as a primary language. In view of moving comparative literary studies beyond its Eurocentric framework, what opportunities lie in teaching translated texts in “English(es)” in such a multilingual setting? What are the effects of such an interplay of mono- and multilingualism in view of a commitment to decolonizing the literary curriculum and pedagogical practice? What attention to language and linguistic difference might be available given the diverse linguistic and cultural literacies of students? Less interested in questions of translating texts, the article pursues how teaching literary texts in translation can foster listening to linguistic difference and encourage relational attunement when degrees of literacy and illiteracy are shared at varying levels of competence across students and teachers

Active listening · Attunement · Competence (human resources · Curriculum · Foreign language · Linguistic competence · Linguistics · Literacy · Multilingualism · Pedagogy · Sociology · Comparative and World Literature · Global Education and Multiculturalism · Psychology · Translation Studies and Practices

Tools

Open DOIOpen Access