Literary reading as a web of relationships: Implications for pedagogy at a South African university

Abstract

We teach English literature in South Africa, to third- or fourth-language English speakers. Increasingly dissatisfied with the effectiveness of our pedagogy under conditions of massification, we seek to agitate propositions about our students’ reading and what these propositions means for our pedagogy. Drawing on narrative theory we analyse our students’ written responses to a portfolio assessment designed to scaffold their reading of a setwork novel, Lauren Beukes’ Zoo City. Six patterns emerge, around paraphrase, compensation strategies that replace literary reading, repertoires of knowledge and how these relate to access, personal salience and dissonance, reader discomfort, and decolonial opportunities. Understanding the students’ reading for our course as a complex web of material, social and affective relations opens avenues for pedagogy and assessment design that frames literary reading as communal encounter.