ESSARP Cursos

D481 - Webinar - Lear AS Set Text (2021,2022, 2023): The Resignification of the Self in Shakespeare's King Lear

  • Ciclo: 2021
  • Nivel: Distance
  • Idioma: Inglés
  • Estado: Terminado
  • Lugar: Distance
  • Capacitador/es: Florencia Perduca, María Cecilia Pena Koessler

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Colegios Afiliados No arancelado

Centros de Examen ARS 1800.00

No afiliados ARS 1800.00

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Sesiones

Sesiones Fechas Inicia Termina
1 20 Aug 2021 05:30 PM 07:00 PM

Capacitador/es

Florencia Perduca

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.

María 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 English Literature I and Children's Literature at I.S.P. J.V.González and I.E.S. en Lenguas Vivas "J.R. Fernández" Teacher Training Colleges and IGCSE and IB literature at secondary schools. She has participated in research projects on Intercultural Awareness and Border literacy. She has co-authored "Little Stars" pre-primary series and "Our Stories" primary series for Pearson and designed creative writing and literature materials for other series (Pearson and Macmillan).

Destinatarios

Teachers interested in Literature, Philosophy and Critical Pedagogies

Objetivos

We will aim at:
- Exploring the literary representation of the human in King Lear and proposing a
contemporary posthuman turn to our reading of the Shakespearean text.
- Analyzing the extent to which the characters that depict the human relate to nature and
landscape at the core Shakespearean drama
- Approaching King Lear from the perspective of Posthuman Pedagogy and Ecocritical Studies.
- Carrying forward a systematic instrumental analysis of the literary text to suit the AS
Cambridge exam.

Contenido

Theory
• Framing the context: the Anthropocene in Jacobean times.
• Exploring the new paradigmatic crisis: Humanism vs. the Antihuman turn at the core of the
Renaissance man.
• Defining the object of study: anthropocentrism vs. biocentrism.
- Pedagogy
• Posthuman Pedagogy and Ecocriticism: helping learners engage critically and empathically.
• Presenting key notions.
• Exploring hands-on approaches to the literary text.
• Systematizing an instrumental reading of the literary text through the lens of posthuman and
ecocritical theory and pedagogy to meet the needs of AS students

Metodología

Methodology 1) Presentation and discussion of how to approach literary texts through posthuman approaches. 2) Exploration of the object of study King Lear in the light of the framework proposed to enrich Cambridge AS-oriented classes and to propose innovative approaches to the language and literature classes. 3) Instrumental reading and systematic analysis of King Lear to cater for AS classes. 4) Presentation of Posthuman Pedagogy, its main tenets and its didactic implications and contribution to intercultural education.

Bibliografía

Bibliografía
 Godden, R. and Mittman, A. S. (ed.) (2019). Monstrosity, Disability, and the Posthuman
in the Medieval and Early Modern World. Palgrave Macmillan.
 Bayley, A (2018). Posthuman Pedagogies in Practice: Arts based approaches for
developing participatory futures. London: Palgrave Macmillan.
 Braidotti, R. (2013). The Posthuman. Cambridge: Cambridge University Press.
 Clarke, B. & Rossini, M. (2017). Literature and the Posthuman. Cambridge: Cambridge
University Press.
 Dionne, C. (2016). Posthuman Lear: Reading Shakespeare in the Anthropocene.
Punctum Books.
 Egan, G. (2006). Green Shakespeare: From Ecopolitics to Ecocriticism. London:
Routledge.
 Egan, G. (2015). Shakespeare and Ecocritical Theory. London: Bloomsbury.
 Estok, S. (2011). Ecocriticism and Shakespeare: Reading Ecophobia (Literatures,
Cultures, and the Environment). N.Y. : Palgrave Macmillan.

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