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Student subjectivity and the study o...

Hogan, Kathryn J.

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Student subjectivity and the study of literature: The possibility of free space.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student subjectivity and the study of literature: The possibility of free space./
Author:	Hogan, Kathryn J.
Description:	210 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0579.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Language, Rhetoric and Composition. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3163383
ISBN:	0496975897

Student subjectivity and the study of literature: The possibility of free space.
Hogan, Kathryn J.

Student subjectivity and the study of literature: The possibility of free space. - 210 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0579.

Thesis (Ph.D.)--University of Washington, 2005.

The question of student transformation has been a central concern for composition theorists. Beginning with a discussion of Louise Rosenblatt, who suggests that the study of literature supports the goals of a democratic society, I propose that the subjective experience of reading literature may be a vehicle for fostering student change. Such varied theorists as Kenneth Burke, Patricia Bizzell, and Min-Zhan Lu have proposed that students need to experience lives that are very different than their own, which is precisely what I argue the study of literature provides. As I consider the ways that current theories of identity formation might be employed in the classroom when students read literary texts, I emphasize that a student's affective experience or vicarious identification with a specific other has the potential to influence and transform student identity. In opposition to theories critical pedagogy and Jennifer Gore's Foucauldian pedagogy, however, I argue that there is an aspect of identity which is not socially constructed. Following Charles Taylor, I argue that identity arises from the tension between cultural influences, mediated by language, and the individual's response to experience. Through literature, students may access sources of emotional vitality that have points in common with the goals of critical pedagogy and poststructuralist concerns about student subjectivity. Critical pedagogy, I argue, tends to minimize students' personal stories and experiences, molding student subjectivities to fit into narratives of transformation. Student change can not be a matter of coercion, but intense subjective experiences of otherness may be the initial motivation to change student consciousness. As teachers pursue their desired learning outcomes, including social goals, I recommend that they allow for indeterminacy, including the eventuality that students will not agree with us or change in ways that meet our expectations. Throughout my dissertation, I argue for the possibility of a free space in student identity, a space in which students encounter otherness through reading literature. Although such experiences may be encouraged and fostered by a learning community in the classroom, students must respond to otherness in ways that are uniquely their own.

ISBN: 0496975897Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

Student subjectivity and the study of literature: The possibility of free space.
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100 1 $a Hogan, Kathryn J. $3 1902892
245 1 0 $a Student subjectivity and the study of literature: The possibility of free space.
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500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0579.
500 $a Chair: Juan C. Guerra.
502 $a Thesis (Ph.D.)--University of Washington, 2005.
520 $a The question of student transformation has been a central concern for composition theorists. Beginning with a discussion of Louise Rosenblatt, who suggests that the study of literature supports the goals of a democratic society, I propose that the subjective experience of reading literature may be a vehicle for fostering student change. Such varied theorists as Kenneth Burke, Patricia Bizzell, and Min-Zhan Lu have proposed that students need to experience lives that are very different than their own, which is precisely what I argue the study of literature provides. As I consider the ways that current theories of identity formation might be employed in the classroom when students read literary texts, I emphasize that a student's affective experience or vicarious identification with a specific other has the potential to influence and transform student identity. In opposition to theories critical pedagogy and Jennifer Gore's Foucauldian pedagogy, however, I argue that there is an aspect of identity which is not socially constructed. Following Charles Taylor, I argue that identity arises from the tension between cultural influences, mediated by language, and the individual's response to experience. Through literature, students may access sources of emotional vitality that have points in common with the goals of critical pedagogy and poststructuralist concerns about student subjectivity. Critical pedagogy, I argue, tends to minimize students' personal stories and experiences, molding student subjectivities to fit into narratives of transformation. Student change can not be a matter of coercion, but intense subjective experiences of otherness may be the initial motivation to change student consciousness. As teachers pursue their desired learning outcomes, including social goals, I recommend that they allow for indeterminacy, including the eventuality that students will not agree with us or change in ways that meet our expectations. Throughout my dissertation, I argue for the possibility of a free space in student identity, a space in which students encounter otherness through reading literature. Although such experiences may be encouraged and fostered by a learning community in the classroom, students must respond to otherness in ways that are uniquely their own.
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