A Case for Teaching Literature in the Secondary School

Why Reading Fiction Matters in an Age of Scientific Objectivity and Standardization

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Language Arts, Literacy, Teaching, Teaching Methods
Cover of the book A Case for Teaching Literature in the Secondary School by Janet Alsup, Taylor and Francis
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Author: Janet Alsup ISBN: 9781317585039
Publisher: Taylor and Francis Publication: April 17, 2015
Imprint: Routledge Language: English
Author: Janet Alsup
ISBN: 9781317585039
Publisher: Taylor and Francis
Publication: April 17, 2015
Imprint: Routledge
Language: English

Taking a close look at the forces that affect English education in schools—at the ways literature, cognitive science, the privileging of the STEM disciplines, and current educational policies are connected—this timely book counters with a strong argument for the importance of continuing to teach literature in middle and secondary classrooms. The case is made through critical examination of the ongoing "culture wars" between the humanities and the sciences, recent research in cognitive literary studies demonstrating the power of narrative reading, and an analysis of educational trends that have marginalized literature teaching in the U.S., including standards-based and scripted curricula. The book is distinctive in presenting both a synthesis of arguments for literary study in the middle and high school and sample lesson plans from practicing teachers exemplifying how literature can positively influence adolescents’ intellectual, emotional, and social selves.

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Taking a close look at the forces that affect English education in schools—at the ways literature, cognitive science, the privileging of the STEM disciplines, and current educational policies are connected—this timely book counters with a strong argument for the importance of continuing to teach literature in middle and secondary classrooms. The case is made through critical examination of the ongoing "culture wars" between the humanities and the sciences, recent research in cognitive literary studies demonstrating the power of narrative reading, and an analysis of educational trends that have marginalized literature teaching in the U.S., including standards-based and scripted curricula. The book is distinctive in presenting both a synthesis of arguments for literary study in the middle and high school and sample lesson plans from practicing teachers exemplifying how literature can positively influence adolescents’ intellectual, emotional, and social selves.

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