周边教育学:纳丁·戈迪默的《童话镇》

Q3 Arts and Humanities Anglo Saxonica Pub Date : 2020-06-18 DOI:10.5334/as.13
K. Chandran
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引用次数: 0

摘要

在这篇文章中,我探讨了“外围教学法”——当年轻的印度读者阅读纳丁·戈迪默1989年的小说《从前》时,用完全无法预料的方式幻想他人,并从他们身上学习。虽然学生们不需要什么帮助就能注意到故事对后种族隔离时代南非的现实主义描绘,但只有对关键段落进行详细分析,才能欣赏她对民间故事陈词滥调和儿童故事中陈旧习俗的讽刺处理。在一门名为“英语新文学”的课程中,他们阅读了戈迪默的作品,看到了殖民幻想如何在这种合作叙事中与后殖民取证相遇;此外,讲述者和她的故事如何相互反映出哥特式的恐惧和怪物,两者实际上都来自相同的意识。Gordimer对Homi Bhabha(1988)的“其他问题”和他在《文化的定位》中讨论的他者的殖民策略的阐释使他们发现,陈词滥调之于小说就像刻板印象之于社会研究一样。我们不再问刻板印象是什么,而是开始问刻板印象有什么用(以及为什么它们会把我们从沉睡中唤醒)。戈迪默的故事的实际情况与其讲述是分不开的。然而,除非外围的人认识到讲故事就是故事——讲故事的人和被讲故事的人在学习中享有平等的机会,否则学习是不完整的。如果我们不相信我们所教授的价值观并不总是与戈迪默的故事中固有的价值观不一致,那么理论辩论就没有多大意义。
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Peripheral Pedagogics: Nadine Gordimer’s “Once Upon A Time”
In this essay, I explore “peripheral pedagogics”– the wholly unforeseen ways of fantasizing others, and learning from them, when English situates young Indian readers of Nadine Gordimer’s 1989 story, “Once Upon a Time.” While students need little help in noticing the story’s realist portrayal of post-Apartheid South Africa, only detailed analysis of crucial passages enables them to appreciate her ironic treatment of folktale cliches and time-worn conventions of children’s stories. Reading Gordimer in a course called New Literatures in English, they see how colonial fantasy meets postcolonial forensics in such partnered narratives; how, further, the teller and her tale reflect mutually gothic fear and the monstrous, both indeed emanating from much the same consciousness. The interpretive light Gordimer casts on Homi Bhabha’s (1988) “Other Question” and the colonial strategies of othering he discusses in The Location of Culture add to their discovery that cliches are to fiction what stereotypes are to social studies. Rather than asking what stereotypes are, the class here begins to ask what stereotypes are for (and why they return to wake us from deep slumber). The actual circumstances of Gordimer’s story are inseparable from its telling. No learning is complete, however, unless the peripheral recognizes that the telling is the story— the one who tells and those to whom it is told share equal opportunity in this learning. Theoretical debates do not count for much if we do not believe that the values we teach are not always at odds with those inherent in such stories as Gordimer’s.
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来源期刊
Anglo Saxonica
Anglo Saxonica Arts and Humanities-Literature and Literary Theory
CiteScore
0.30
自引率
0.00%
发文量
5
审稿时长
9 weeks
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