“I Could Never Say That Out Loud”
Bibliographic Data
| ID | 21740243 |
|---|---|
| Authors | Angela J Zito (0000-0002-2680-0351, corresponding author) |
| Year | 2023 |
| Volume | 23 |
| Issue | 1 |
| Pages | 147-171 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-10082061 |
| OpenAlex | W4320009929 |
| Language | EN |
| References cited | 14 |
This article introduces a grounded theory of assessment in literary studies. Analysis of instructor interviews elucidates the cultural and dispositional influences that shape some instructors’ conscious decision not to teach or assess affective learning outcomes like empathy. The author urges literature instructors to engage critical inquiry of disciplinary assessment practices
Discipline · Empathy · Epistemology · Grounded theory · Pedagogy · Qualitative research · Social science · Sociology · Education and Critical Thinking Development · Evaluation of Teaching Practices · Philosophy · Psychology · Reflective Practices in Education · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |