Reading Between the Lines of Reader Response

Constructing ‘the Other’ through the Aesthetic Stance

Bibliographic Data

ID20502189
AuthorsMelissa Schieble (0000-0001-8120-9495, City University of New York, corresponding author), Melissa B Schieble (a Department of Curriculum and Teaching , Hunter College of The City University of New York , New York , USA)
Year2010
Volume17
Issue4
Pages375-384
Publication date2010-12-01
Open AccessNo
TypeARTICLE
VenueChanging English (JOURNAL)
Journal identifiersISSN: 1358-684X • E-ISSN: 1469-3585
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2010.528870
OpenAlexW2093177145
LanguageEN
Citations received4
References cited18

In this article, the author challenges English teachers of literature to examine applications of reader response theory in teaching reading which posit that readers approach a text from two stances: 'aesthetic' (emotional) or 'efferent' (literal). The essay presents a case study of pre‐service English teachers and adolescents' web‐based discussions about a work of young adult fiction based on a transgendered character. The study highlights how the pre‐service teachers' framing of questions about the book provoked the adolescents to adopt an aesthetic stance with the text that effectively 'othered' transgenderism, leaving potential opportunities for critical reflection and analysis of gender and sexuality unexamined

Aesthetics · Art · Cognitive psychology · Linguistics · Literature · Critical Race Theory in Education · Literacy, Media, and Education · Philosophy · Psychology

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