Pub Date : 2019-12-31DOI: 10.3828/liverpool/9781789620214.003.0006
Erin Twohig
The five chapters of Contesting the Classroom show how authors have reimagined and renegotiated literature’s place within the schools that create future generations of readers. In many cases, these reimaginations are suffused with palpable anxiety over the state of education. Yet they also creatively rethink the educational endeavor, and literature’s relationship to it. Indeed, a common thread in the novels examined in this work is the idea that literature's pedagogical potential does not stop at the doors of the classroom, nor is it limited by traditional classroom definitions of pedagogy. Accordingly, the conclusion of this work poses a series of questions in the spirit of these texts, that open themselves up to other spaces of encounter besides the public school classroom, and other forms of pedagogical writing besides linear narrative prose. In what spaces outside of the classroom do students encounter local literature? And what are the unexpected genres and styles, beyond the print narrative, that engage with education? New locations of pedagogical encounter discussed include small publishers, book fairs, and online spaces; other genres include photography and song.
{"title":"Conclusion","authors":"Erin Twohig","doi":"10.3828/liverpool/9781789620214.003.0006","DOIUrl":"https://doi.org/10.3828/liverpool/9781789620214.003.0006","url":null,"abstract":"The five chapters of Contesting the Classroom show how authors have reimagined and renegotiated literature’s place within the schools that create future generations of readers. In many cases, these reimaginations are suffused with palpable anxiety over the state of education. Yet they also creatively rethink the educational endeavor, and literature’s relationship to it. Indeed, a common thread in the novels examined in this work is the idea that literature's pedagogical potential does not stop at the doors of the classroom, nor is it limited by traditional classroom definitions of pedagogy. Accordingly, the conclusion of this work poses a series of questions in the spirit of these texts, that open themselves up to other spaces of encounter besides the public school classroom, and other forms of pedagogical writing besides linear narrative prose. In what spaces outside of the classroom do students encounter local literature? And what are the unexpected genres and styles, beyond the print narrative, that engage with education? New locations of pedagogical encounter discussed include small publishers, book fairs, and online spaces; other genres include photography and song.","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116923149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The second chapter examines novels that cast Arabization as a new colonialism: both by arguing that Standard Arabic was a “foreign” language in Algeria, and by discussing foreign teachers as a colonizing force bent on shaping a multilingual Algerian people into an “Arab” nation. Karima Berger’s l’Enfant des deux mondes (The child of two worlds) argues that studying Arabic after independence made her French-educated protagonist feel like a colonial subject in her own country. Haydar Haydar’s Walimah li-aʻshaab al-bahr (A banquet for seaweed), written by a Syrian who taught in Algeria in the 1970s, tells the story of a young Iraqi teacher who falls in love with an Algerian student, and must fight society’s impression that he is a sexually “colonizing” threat. Despite different approaches, both novels use colonialism as a metaphor to understand Algeria’s assumed “otherness” to the Arab world. This otherness is reflected, and indeed reproduced, in official textbooks, which often present modern Algerian literature as the lesser other of metropolitan French or Middle Eastern canons. This chapter explores the problems and limits of the colonial as metaphor, along with pedagogical theories of “decolonizing the classroom.”
第二章考察了将阿拉伯化视为一种新殖民主义的小说:既认为标准阿拉伯语在阿尔及利亚是一种“外国”语言，又讨论了外国教师是一种殖民力量，一种倾向于将多种语言的阿尔及利亚人塑造成“阿拉伯”国家的力量。卡里玛·伯杰(Karima Berger)的《两个世界的孩子》(l 'Enfant des deux mondes)认为，独立后学习阿拉伯语让她在法国接受教育的主人公感觉自己就像一个殖民主体。海达尔·海达尔的《海草的盛宴》是由一名上世纪70年代在阿尔及利亚教书的叙利亚人写的，讲述了一名年轻的伊拉克教师爱上了一名阿尔及利亚学生的故事，他必须与社会上把他视为性“殖民”威胁的印象作斗争。尽管方法不同，两部小说都用殖民主义作为隐喻来理解阿尔及利亚对阿拉伯世界的“他者性”。这种差异性在官方教科书中得到了反映，实际上也得到了复制，这些教科书经常将现代阿尔及利亚文学呈现为法国或中东经典中较小的他者。本章探讨了殖民作为隐喻的问题和局限性，以及“课堂去殖民化”的教学理论。
{"title":"Decolonizing the Classroom","authors":"Erin Twohig","doi":"10.2307/j.ctvs32t59.7","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.7","url":null,"abstract":"The second chapter examines novels that cast Arabization as a new colonialism: both by arguing that Standard Arabic was a “foreign” language in Algeria, and by discussing foreign teachers as a colonizing force bent on shaping a multilingual Algerian people into an “Arab” nation. Karima Berger’s l’Enfant des deux mondes (The child of two worlds) argues that studying Arabic after independence made her French-educated protagonist feel like a colonial subject in her own country. Haydar Haydar’s Walimah li-aʻshaab al-bahr (A banquet for seaweed), written by a Syrian who taught in Algeria in the 1970s, tells the story of a young Iraqi teacher who falls in love with an Algerian student, and must fight society’s impression that he is a sexually “colonizing” threat. Despite different approaches, both novels use colonialism as a metaphor to understand Algeria’s assumed “otherness” to the Arab world. This otherness is reflected, and indeed reproduced, in official textbooks, which often present modern Algerian literature as the lesser other of metropolitan French or Middle Eastern canons. This chapter explores the problems and limits of the colonial as metaphor, along with pedagogical theories of “decolonizing the classroom.”","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114981818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter considers a transformational moment in Algerian history: the first days of the independent school, when students could look forward to studying their own national history and literature. One of the primary preoccupations of novels in French and Arabic that depict this moment was how the school would contend with the memory of the most controversial and taboo aspects of colonialism. Official governmental discourse depicted the Arabized school as a “clean slate” that would fully reject French influence, yet many novels argue for the classroom as a space to renegotiate, rather than erase, the history of French education in Algeria. Maïssa Bey’s Bleu blanc vert (Blue white green) describes the deleterious effects of memory erasure on a generation of young French-educated students, while Abdelhamid Benhedouga’s Nihayat al-ams (The End of Yesterday) features the debate over harkis (Algerians who collaborated with the French) and their place in the classroom. The discussion of memory in these novels forms part of a larger debate about the role of literature in preserving the memories suppressed by the school.
{"title":"Troubling Memories of Colonialism","authors":"Erin Twohig","doi":"10.2307/j.ctvs32t59.6","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.6","url":null,"abstract":"This chapter considers a transformational moment in Algerian history: the first days of the independent school, when students could look forward to studying their own national history and literature. One of the primary preoccupations of novels in French and Arabic that depict this moment was how the school would contend with the memory of the most controversial and taboo aspects of colonialism. Official governmental discourse depicted the Arabized school as a “clean slate” that would fully reject French influence, yet many novels argue for the classroom as a space to renegotiate, rather than erase, the history of French education in Algeria. Maïssa Bey’s Bleu blanc vert (Blue white green) describes the deleterious effects of memory erasure on a generation of young French-educated students, while Abdelhamid Benhedouga’s Nihayat al-ams (The End of Yesterday) features the debate over harkis (Algerians who collaborated with the French) and their place in the classroom. The discussion of memory in these novels forms part of a larger debate about the role of literature in preserving the memories suppressed by the school.","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132615361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Acknowledgments","authors":"","doi":"10.2307/j.ctvs32t59.3","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.3","url":null,"abstract":"","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125771427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fourth chapter examines the role of marginalized characters in Moroccan novels about education. Leila Abouzeid’s Al Fasl al-akhir (The Last Chapter) and Brick Oussaïd’s Les coquelicots de l’Oriental (published in English as The Mountains Forgotten by God) feature protagonists who position themselves as “spokespeople” for individuals who did not fit the vision of the classroom as a male and Arab space. Leila Abouzeid’s work features women’s voices in dialect, privileging both speakers and linguistic registers excluded from Arabized education. Brick Oussaïd’s work depicts an Amazigh protagonist who does not see his community reflected in school curricula. The chapter explores the problems inherent in “teaching” readers about the experiences of others through literature. Yet it also discusses the important potential for authors to write narratives from perspectives that are not often heard in the classroom, and make them heard there as these texts have the chance to become part of the classroom canon.
第四章考察摩洛哥教育小说中边缘化人物的角色。Leila Abouzeid的《最后一章》(Al Fasl Al -akhir)和Brick Oussaïd的《被上帝遗忘的山脉》(Les coquelicots de l 'Oriental，英文名为《被上帝遗忘的山脉》)都以主人公为主角，他们将自己定位为那些不符合课堂作为男性和阿拉伯空间愿景的个人的“代言人”。Leila Abouzeid的作品以方言的女性声音为特色，使说话者和被排除在阿拉伯化教育之外的语言域都享有特权。Brick Oussaïd的作品描绘了一个阿马齐格人的主人公，他没有看到他的社区在学校课程中得到反映。本章探讨了通过文学“教导”读者关于他人经历的固有问题。然而，它也讨论了作者从课堂上不常听到的角度写故事的重要潜力，并使他们在课堂上被听到，因为这些文本有机会成为课堂经典的一部分。
{"title":"Resistance in a Minority Language","authors":"Erin Twohig","doi":"10.2307/j.ctvs32t59.9","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.9","url":null,"abstract":"The fourth chapter examines the role of marginalized characters in Moroccan novels about education. Leila Abouzeid’s Al Fasl al-akhir (The Last Chapter) and Brick Oussaïd’s Les coquelicots de l’Oriental (published in English as The Mountains Forgotten by God) feature protagonists who position themselves as “spokespeople” for individuals who did not fit the vision of the classroom as a male and Arab space. Leila Abouzeid’s work features women’s voices in dialect, privileging both speakers and linguistic registers excluded from Arabized education. Brick Oussaïd’s work depicts an Amazigh protagonist who does not see his community reflected in school curricula. The chapter explores the problems inherent in “teaching” readers about the experiences of others through literature. Yet it also discusses the important potential for authors to write narratives from perspectives that are not often heard in the classroom, and make them heard there as these texts have the chance to become part of the classroom canon.","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130577134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fifth chapter analyzes the use of parody and satire to depict education in Mohamed Nedali’s Grâce à Jean de la Fontaine! (Thanks to Jean de la Fontaine!) and Yacine Adnan’s Hūt Marūk (Hot Maroc). Nedali’s novel describes the satiric misadventures of a teacher-in-training who, upon finding himself surrounded by incompetency at the school where he works, learns to play along with absurdity rather than fight it. Hūt Marūk, in a similarly satiric tone, describes a young man who embodies the new kind of author produced by a failing education system: a comments section troll on an online blog. These novels offer a dramatic departure from the earnest striving heroes examined in the fourth chapter. They poke fun at education, exaggerating the foibles of incompetent administrators, skewering teachers who know nothing about their subject, and presenting the classroom as a space of meaningless failed communication. These narratives do more than point a literary finger at current political controversies and educational failings. They bring the entire educational institution into question through their clear refusal to ever be taught to future generations in the classroom
第五章分析奈达利的《让·德拉·方丹!》中戏仿和讽刺手法对教育的描写。(感谢Jean de la Fontaine!)和Yacine Adnan的Hūt Marūk (Hot Maroc)。内达利的小说描述了一名实习教师的讽刺遭遇，当他发现自己在工作的学校里被不称职的人包围时，他学会了与荒谬一起玩耍，而不是与之抗争。Hūt Marūk以类似的讽刺口吻描述了一个年轻人，他代表了失败的教育系统产生的新型作家:一个在线博客评论区的喷子。这些小说戏剧性地背离了第四章所考察的那些认真奋斗的英雄。他们嘲笑教育，夸大不称职的行政人员的缺点，讽刺对他们的学科一无所知的教师，并把教室描绘成一个毫无意义的失败交流的空间。这些叙述不仅仅是对当前政治争议和教育失败的文学指责。他们明确拒绝在课堂上向后代传授这些知识，从而使整个教育制度受到质疑
{"title":"Satirizing Education in Crisis","authors":"Erin Twohig","doi":"10.2307/j.ctvs32t59.10","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.10","url":null,"abstract":"The fifth chapter analyzes the use of parody and satire to depict education in Mohamed Nedali’s Grâce à Jean de la Fontaine! (Thanks to Jean de la Fontaine!) and Yacine Adnan’s Hūt Marūk (Hot Maroc). Nedali’s novel describes the satiric misadventures of a teacher-in-training who, upon finding himself surrounded by incompetency at the school where he works, learns to play along with absurdity rather than fight it. Hūt Marūk, in a similarly satiric tone, describes a young man who embodies the new kind of author produced by a failing education system: a comments section troll on an online blog. These novels offer a dramatic departure from the earnest striving heroes examined in the fourth chapter. They poke fun at education, exaggerating the foibles of incompetent administrators, skewering teachers who know nothing about their subject, and presenting the classroom as a space of meaningless failed communication. These narratives do more than point a literary finger at current political controversies and educational failings. They bring the entire educational institution into question through their clear refusal to ever be taught to future generations in the classroom","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128917770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Index","authors":"","doi":"10.2307/j.ctvs32t59.14","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.14","url":null,"abstract":"","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122823647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter asks how literature portrays classroom scenes during times of trauma and political crisis, and whether literary depictions of historical moments of trauma can, themselves, be pedagogical. It focuses in particular of literary portraits of the Black Decade of the 1990s. a time when students and teachers inside classrooms were targets of violence. The literary classroom depicting this time became a vacant or fractured space, replaced by direct encounters outside the school between teachers and students, writers and readers. Novels depicting the 1990s feature teachers and students meeting in bars and cafés, young girls who read and teach each other at home, and former teachers writing to their students from exile. Along with two central novels, Wahiba Khiari’s Nos silences (Our silences) and Bashir Mefti’s Ghurfat al thikrayat (The room of memories), this chapter discusses Nacira Belloula’s Visa pour la haine (Visa for hatred), Boualem Sansal’s Le serment des barbares (The barbarians’ oath), and Ahlam Mosteghanemi’s Al aswad yaliq bik (Black becomes you). The portraits of education in these works are applicable beyond the context of the Black Decade, as they show how novels bear witness to and reach readers in a hostile political and educational environment.
{"title":"Education and Violence in the Black Decade","authors":"Erin Twohig","doi":"10.2307/j.ctvs32t59.8","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.8","url":null,"abstract":"This chapter asks how literature portrays classroom scenes during times of trauma and political crisis, and whether literary depictions of historical moments of trauma can, themselves, be pedagogical. It focuses in particular of literary portraits of the Black Decade of the 1990s. a time when students and teachers inside classrooms were targets of violence. The literary classroom depicting this time became a vacant or fractured space, replaced by direct encounters outside the school between teachers and students, writers and readers. Novels depicting the 1990s feature teachers and students meeting in bars and cafés, young girls who read and teach each other at home, and former teachers writing to their students from exile. Along with two central novels, Wahiba Khiari’s Nos silences (Our silences) and Bashir Mefti’s Ghurfat al thikrayat (The room of memories), this chapter discusses Nacira Belloula’s Visa pour la haine (Visa for hatred), Boualem Sansal’s Le serment des barbares (The barbarians’ oath), and Ahlam Mosteghanemi’s Al aswad yaliq bik (Black becomes you). The portraits of education in these works are applicable beyond the context of the Black Decade, as they show how novels bear witness to and reach readers in a hostile political and educational environment.","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133207790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Conclusion","authors":"","doi":"10.2307/j.ctvs32t59.11","DOIUrl":"https://doi.org/10.2307/j.ctvs32t59.11","url":null,"abstract":"","PeriodicalId":106744,"journal":{"name":"Contesting the Classroom","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129486106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：