Captive students and duelling podia
A collaborative approach to teaching the Frontier in American Literature and Film
Bibliographic Data
| ID | 20501872 |
|---|---|
| Authors | Anna Froula (0000-0002-0453-4160, East Carolina University), E Thomson Shields (East Carolina University, corresponding author) |
| Year | 2012 |
| Volume | 19 |
| Issue | 1 |
| Pages | 33-42 |
| Publication date | 2012-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2012.649139 |
| OpenAlex | W2027381985 |
| Language | EN |
| References cited | 6 |
In this essay, we explore how the same theories and metaphors’ used historically to describe the frontier, are useful ways of thinking about both team teaching and English studies as an interdisciplinary field. Defining the frontier as both imprecise and liminal encourages the students, as well as the instructors, to work within an open space of all sorts of possibilities and no easily fixed answers. Such an approach illustrates the blurred line between written and visual texts and highlights how long the idea of the frontier has captivated US national consciousness, from early exploration narratives to film and TV
Aesthetics · Archaeology · Art · Consciousness · Embodied cognition · Epistemology · Frontier · Liminality · Linguistics · Literature · Mathematics education · Narrative · Sociology · Visual arts · Comics and Graphic Narratives · Digital Storytelling and Education · Educator Training and Historical Pedagogy · History · Philosophy · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |