G994 - Literature and Critical Place Pedagogy: Resignifying the gaze over places, spaces and subjectivities
- Ciclo: 2019
- Nivel: General
- Idioma: Inglés
- Estado: Confirmado
- Lugar: ESSARP
- Capacitador/es: Florencia Perduca, María Cecilia Pena Koessler
Por favor incribirse antes del
Lunes 18 de Febrero
Colegios Afiliados No arancelado
Centros de Examen ARS 500.00
No afiliados ARS 500.00
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Capacitador/esMaría Cecilia Pena Koessler
Graduate Teacher of English at Primary level and at Secondary level from I.E.S en Lenguas Vivas "J. R. Fernández". Postgraduate course in Medieval and Renaissance Literature at I.E.S en Lenguas Vivas "J.R. Fernández". MA in Literary Linguistics (University of Nottingham). She teaches Literature I and Children's Literature at J.V.González and I.E.S. en Lenguas Vivas Teacher Training Colleges and IGCSE and IB literature at secondary schools.
Florencia Perduca, Graduate Teacher of English and Literary Translator from I. E. S en Lenguas Vivas "J. R. Fernández", MA in Literary Linguistics (University of Nottingham), is an ESSARP course coordinator specialised in Literatures in Englishes, Postcolonial Theory and Border Literacy. She teaches Literature in Englishes at I.E.S. en Lenguas Vivas "Juan Ramón Fernandez", and ISP "Joaquín V Gonzalez", Cultural Studies at ENS en Lenguas Vivas "Sofía E. Broquen de Spangenberg", Postcolonial and Border Literatures at Licenciatura en Lengua Inglesa, Universidad Nacional del Litoral and Latin American Studies at UCA. She has been teaching IGCSE and AS Language and Literature at various schools. She has led research projects on Intercultural Awareness and Border Literacy and has designed literary and intercultural resource materials.
Teachers interested in Literature, Geocriticism and Integrationist Pedagogies
We will aim at:
- Defining the fourth turn: the spatial turn, by differentiating places, spaces and interstices, and analysing their literary representations.
- Deconstructing literature as a form of mapping of real and imaginary spaces.
- Studying texts that depict the positive and negative effects of culture on individual identity.
- Reading a set of texts from a place-oriented perspective by taking a transdisciplinary approach to literature.
- Exploring Critical Place Pedagogy, its tenets and its instrumental and formative contribution to individuals’ re-inhabiting space
• Space vs. place
• Territory, (de)territorialization and border(lands)
• Displacement: migration, diaspora & exile
• Geocriticism & Ecocriticism as theoretical frameworks
• Utopia/dystopia/ heterotopia
• A set of literary texts to explore issues of place, space and subjectivity: children’s literature, literary classics, texts in Englishes.
• Critical Place Pedagogy: helping individuals re-inhabit space
1) Presentation and discussion of how to approach Literatures in Englishes through approaches sensitive to place, space and subjectivity 2) Exploration of geo-critical and eco-critical theories and their main tenets. 3) Reading of a selection of literary extracts (children’s literature, literary classics, literatures in Englishes) as resource materials for intercultural education in the light of the theoretical frameworks proposed 4) Presentation of Critical Place Pedagogy, its main tenets and its didactic implications and contribution to intercultural education.
- Douglas, Ian, Richard Huggett and Mike Robinson (1996). Companion Encyclopedia of Geography: The Environment and Humankind. London: Routledge.
- Pietro, Eric (2012). ‘Geocriticism Meets Ecocriticism: Bertrand Westphal and Environmental Thinking.’ Epistemocritique.
- Tuan, Yi-Fu (1974). Topophilia: A Study of Environmental Perception, Attitudes and Values. New York: Columbia University Press.
- Wesphal, Bertrand (2011). Geocriticism: Real and Fictional Spaces. Robert T. Tally (trans.). New York: Palgrave Macmillan.
- Prieto, Eric (2012). Literature, Geography, and the Postmodern Poetics of Place. N.Y.: Palgrave Macmillan.
- Tally, Robert (ed.) (2017). The Routledge Handbook of Space and Literature. N.Y.: Routledge.