Teaching Methods and Implications
Cultural studies composition instructors can use a variety of genres for students to work within and between. They include:
-- Production-based studies (emphasizes the producer; the "political organization of the conditions of production")
-- Text-based studies (i.e. literary criticism)
-- Studies of lived culture (ethnographic, historic, semiotic looks at how people are enculturated or contextualized)
Classroom methods include using pop culture and media studies into composition classrooms. Often these sources tend to allow students to write about what they know and to close-read and interpret texts about culture instead of literature. It helps students contextualize their own experiences. Teachers use multicultural texts that introduce and encourage discussions of multiple literacies, the implications of power, and the "contact zones" where cultures overlap and potentially collide.
When it comes to the personal essay, students from different multicultural backgrounds will bring different approaches, from the way the begin their stories to the information they choose to address. This means that workshopping the personal narrative (or, perhaps, any writing) in a classroom full of diversity can bring challenges, not just with understanding each other's words, but also with understanding meaning.
Read more about this topic: Cultural Studies Theory Of Composition
Famous quotes containing the words teaching, methods and/or implications:
“It is sentimentalism to assume that the teaching of life can always be fitted to the child’s interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.”
—Jerome S. Bruner (20th century)
“The reading public is intellectually adolescent at best, and it is obvious that what is called “significant literature” will only be sold to this public by exactly the same methods as are used to sell it toothpaste, cathartics and automobiles.”
—Raymond Chandler (1888–1959)
“Philosophical questions are not by their nature insoluble. They are, indeed, radically different from scientific questions, because they concern the implications and other interrelations of ideas, not the order of physical events; their answers are interpretations instead of factual reports, and their function is to increase not our knowledge of nature, but our understanding of what we know.”
—Susanne K. Langer (1895–1985)