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Teaching the nation: Pedagogical str...

Walters, Lisa Lee.

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Teaching the nation: Pedagogical strategies of postcolonial francophone women writers and filmmakers (Assia Djebar, Malika Mokeddem, Algeria, Yamina Benguigui).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching the nation: Pedagogical strategies of postcolonial francophone women writers and filmmakers (Assia Djebar, Malika Mokeddem, Algeria, Yamina Benguigui)./
作者:	Walters, Lisa Lee.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1252.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Literature, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3087356

Teaching the nation: Pedagogical strategies of postcolonial francophone women writers and filmmakers (Assia Djebar, Malika Mokeddem, Algeria, Yamina Benguigui).
Walters, Lisa Lee.

Teaching the nation: Pedagogical strategies of postcolonial francophone women writers and filmmakers (Assia Djebar, Malika Mokeddem, Algeria, Yamina Benguigui). - 184 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1252.

Thesis (Ph.D.)--Brown University, 2003.

This dissertation began with the question, “What do we learn about the status of national identity from our analysis of the works of postcolonial francophone women writers and filmmakers?” As I began reading the novels and seeing the films of Assia Djebar, Malika Mokeddem and Yamina Benguigui, I became cognizant of the artists' need to react to the ideologies, literary movements and events that have served to colonize and influence them throughout history, keeping them in subservient roles. At the same time, I noticed their desire to create tactics to help them redefine their subject position. In other words, I became aware of what I will call the writers' pedagogy of the nation—a body of strategies designed to teach their readers about the struggles involved in negotiating one's identity, even as they tried to define them for themselves.Subjects--Topical Terms:

624011
Literature, Modern.

Teaching the nation: Pedagogical strategies of postcolonial francophone women writers and filmmakers (Assia Djebar, Malika Mokeddem, Algeria, Yamina Benguigui).
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245 1 0 $a Teaching the nation: Pedagogical strategies of postcolonial francophone women writers and filmmakers (Assia Djebar, Malika Mokeddem, Algeria, Yamina Benguigui).
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1252.
500 $a Adviser: Reda Bensmaia.
502 $a Thesis (Ph.D.)--Brown University, 2003.
520 $a This dissertation began with the question, “What do we learn about the status of national identity from our analysis of the works of postcolonial francophone women writers and filmmakers?” As I began reading the novels and seeing the films of Assia Djebar, Malika Mokeddem and Yamina Benguigui, I became cognizant of the artists' need to react to the ideologies, literary movements and events that have served to colonize and influence them throughout history, keeping them in subservient roles. At the same time, I noticed their desire to create tactics to help them redefine their subject position. In other words, I became aware of what I will call the writers' pedagogy of the nation—a body of strategies designed to teach their readers about the struggles involved in negotiating one's identity, even as they tried to define them for themselves.
520 $a In this dissertation, I do not deal with ‘curriculum, instruction and evaluation’ traditionally considered under the rubric of pedagogical goals. Rather, in my research, I highlight the ways in which pedagogical strategies are over-determined by political, historical, and economic concerns, especially when such tactics are designed to teach, authorize, or control others. I have chosen feminine postcolonial writers and filmmakers such as Assia Djebar, Malika Mokeddem and Yamina Benguigui because their works offer a unique approach to the question of pedagogy and identity in the postcolonial context.
520 $a In my analysis, I tap into a long tradition of pedagogical theory (extending from Paulo Freire and Homi K. Bhabha to Henry Giroux and Chandra Talpade Mohanty) that examines the nature of pedagogical strategizing and the ways in which it has been mobilized, according to Henry Giroux (<italic>Between Borders, Impure Acts</italic>), to identify the race-, gender-, and class specific rationale of government and educational systems. Accordingly, I ask the following questions: how are language, style, and narration mobilized to deal with the status of national identity in works of fiction?{09}How is meaning produced through cinematic techniques that narrate identity through means that appear objective? What are the belief systems and political biases which affect the choice of poetic strategies available to postcolonial artists? Whose interests do these systems and influences serve?
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