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Literature, pedagogy, and curriculum...

Guiney, M. Martin.

Literature, pedagogy, and curriculum in secondary educationexamples from France /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Literature, pedagogy, and curriculum in secondary educationby M. Martin Guiney.
Reminder of title:	examples from France /
Author:	Guiney, M. Martin.
Published:	Cham :Springer International Publishing :2017.
Description:	x, 305 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Curriculum changeCase studies.France
Online resource:	http://dx.doi.org/10.1007/978-3-319-52138-1
ISBN:	9783319521381$q(electronic bk.)

Literature, pedagogy, and curriculum in secondary educationexamples from France /
Guiney, M. Martin.

Literature, pedagogy, and curriculum in secondary educationexamples from France /[electronic resource] :by M. Martin Guiney. - Cham :Springer International Publishing :2017. - x, 305 p. :ill., digital ;24 cm.

This book argues for the importance of literature studies using the historical debate between the disinterested disciplines ("art for art's sake") and utilitarian or productive disciplines. Foregoing the traditional argument that literature is a unique spiritual resource, as well as the utilitarian thought that literary pedagogy promotes skills that are relevant to a post-industrial economy, Guiney suggests that literary pedagogy must enable mutual access between the classroom and the outside world. It must recognize the need for every human being to become a conscious producer of culture rather than a consumer, through an active process of literary reading and writing. Using the history of French curricular reforms as a case study for his analysis, Guiney provides a contextualized redefinition of literature's social value.

ISBN: 9783319521381$q(electronic bk.)

Standard No.: 10.1007/978-3-319-52138-1doiSubjects--Topical Terms:

785430
Curriculum change
--France--Case studies.

LC Class. No.: PC2068.F5 / G85 2017

Dewey Class. No.: 807.1244

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520 $a This book argues for the importance of literature studies using the historical debate between the disinterested disciplines ("art for art's sake") and utilitarian or productive disciplines. Foregoing the traditional argument that literature is a unique spiritual resource, as well as the utilitarian thought that literary pedagogy promotes skills that are relevant to a post-industrial economy, Guiney suggests that literary pedagogy must enable mutual access between the classroom and the outside world. It must recognize the need for every human being to become a conscious producer of culture rather than a consumer, through an active process of literary reading and writing. Using the history of French curricular reforms as a case study for his analysis, Guiney provides a contextualized redefinition of literature's social value.
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