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1. Literature from the Modern Middle East: Making a Living Connection (EJ826106)
Author(s):
Webb, Allen
Source:
English Journal, v98 n3 p80-88 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Foreign Countries; English Teachers; Authors; Middle Eastern Studies; Literature
Abstract: While the United States is deeply involved in the Middle East, most Americans, including students, lack knowledge about the region. Yet from Afghanistan to Palestine, from Morocco to Iraq, there is a vibrant and exciting literature by living authors that can bring the diverse experiences and perspectives of this vital part of the world to classes. In this article, the author offers resources, ideas, and strategies that other English teachers can use to integrate Middle Eastern literature into their classes. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Digital Texts and the New Literacies (EJ776538)
English Journal, v97 n1 p83-88 Sep 2007
2007-09-00
Descriptors: Teaching Methods; Criticism; Anthologies; Internet; Instructional Materials; Educational Resources; Student Journals; Web Sites; Media Literacy; Context Effect; Comparative Analysis; Critical Thinking; Bias; Perspective Taking; College English
Abstract: When the literature anthologies did not arrive, Allen Webb turned to the Internet, where he found a wealth of classic and contemporary e-texts. Using these online resources opened up possibilities for new ways of teaching and learning traditional skills of close reading and critical analysis. Students created blogs of poems and commentary, compared versions of "The Odyssey" and a controversial news story, and manipulated the language and structure of texts to question the cultural and historical contexts of the work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Becoming Centered: CEE Membership and Program Development (EJ751265)
VanAntwerp, Jill; Webb, Allen
English Education, v38 n4 p384-393 Jul 2006
2006-07-00
Journal Articles; Opinion Papers
Descriptors: Program Development; Language Arts; English Instruction; Futures (of Society); Conferences; Professional Associations; English Teachers
Abstract: The authors argue that if the Conference on English Education (CEE) is to nurture and grow its membership in the coming years, we will need a more focused purpose related to the central mission of the organization: "the effective education and development of students and professionals in English language arts education." To that end, the authors offer several specific recommendations for CEE which could serve primarily the "inner circle" or heart of CEE membership. (Contains 1 figure and 1 footnote.) ["Becoming Centered: CEE Membership and Program Development" was written with Tonya Perry, Kia Jane Richmond, and David Schaafsma.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English. (ED454522)
Carey-Webb, Allen
N/A
2001-00-00
Books; Guides - Non-Classroom; Opinion Papers
Descriptors: Classics (Literature); English Instruction; Higher Education; Literary Criticism; Multicultural Literature; Reader Response; Secondary Education; Thematic Approach; World Literature
Abstract: Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture, film, testimonial, politics, history, and issues relevant to contemporary youth. Each chapter contains brief explications of literary scholarship and theory, and each is followed by extensive annotated bibliographies of multicultural literature, approachable scholarship and theory, and relevant Internet sites. Each chapter also contains descriptions of classroom units and activities focusing on a particular theme, such as genocide, homelessness, race, gender, youth violence, (post)colonialism, class relations, and censorship; and discussion of ways in which students often respond to such "hot-button" topics. Chapters in the book are: (1) A Course in Contemporary World Literature; (2) Teaching about Homelessness; (3) Genderizing the Curriculum: A Personal Journey; (4) Addressing the Youth Violence Crisis; (5) Shakespeare and the New Multicultural British and World Literatures; (6) "Huckleberry Finn" and the Issue of Race in Today's Classroom; (7) Testimonial, Autoethnography, and the Future of English; and (8) Conclusion. Contains approximately 350 references. Appendixes contain an email exchange between the author and a first year, inner-city teacher; a note to teachers on the truth of Rigoberta Menchu's testimonial; a brief account of philology; a 13-item annotated bibliography of readings in literary theory for English teachers; and lists of web sites exploring literary theory and cultural studies, supporting literature teaching, and for new teachers. (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Sometimes Things Just Don't Work Out. (EJ592772)
Johnson, Jacqueline K.; Carey-Webb, Allen
English Journal, v88 n6 p19-22 Jul 1999
1999-00-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Beginning Teachers; Middle Schools; Teacher Attitudes; Teacher Burnout; Teacher Interns; Teacher Morale; Teacher Persistence
Abstract: Presents a letter offering help for an overwhelmed first-year middle school teacher hating teaching. Offers a response from her former college professor commiserating with her, advocating survival as a perfectly good goal, offering four suggestions, and remembering his own desire to quit early in his teaching career. Includes the beginning teacher's response. (SR)
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6. Teaching and Testimony: Rigoberta Menchu and the North American Classroom. (ED396318)
Carey-Webb, Allen, Ed.; Benz, Stephen, Ed.
1996-00-00
Collected Works - General; Opinion Papers; Guides - Classroom - Teacher
Descriptors: Civil Liberties; Classroom Communication; Cultural Context; Higher Education; Maya (People); Multicultural Education; Personal Narratives; Secondary Education; Student Development; Teaching Methods
Abstract: The articles collected in this book use the testimonial narrative of Rigoberta Menchu, a Mayan-Quiche of Guatemala and winner of the 1992 Nobel Peace Prize, to engage students in vital and relevant cross-cultural learning in a variety of disciplines, locations, and levels. The book tells teachers' stories of using Menchu's testimonial in their classrooms, and invites reflection on the transformative possibility of integrating previously marginalized voices. The 28 articles in the collection include: "From Peasant to National Symbol" (Arturo Arias); "Why Dinesh D'Souza Has It in for Rigoberta Menchu" (Gene H. Bell-Villada); "Official Violence and Folk Violence: Approaching 'I, Rigoberta Menchu' from the Perspectives of Folklife and Peace Studies" (William Westerman); "Literature from the Land Between: A High School Unit on Central American Literature" (Judith E. Petersen); "The Testimony of Rigoberta Menchu in the Foreign Language Curriculum" (Sharon Ahern Fechter); "Having to Read a Book about Oppression: Encountering Rigoberta Menchu's Testimony in Boulder, Colorado" (Robin Jones); "Passion and Politics: Teaching Rigoberta Menchu's Text as a Feminist (Stacey Schlau); "Testimony in an Adolescent Day Treatment Center: Rigoberta Menchu and At-Risk Youth" (Angela Wilcox Moroukian); "Not Just Plain English: Teaching Critical Reading with "I, Rigoberta Menchu'" (Clyde Moneyhun); "A Window of Opportunity: An Ethics of Reading Third-World Autobiography" (Janet Varner Gunn); "Supplementing the Standard Curriculum: Twain's 'Connecticut Yankee' and Menchu's 'Indian Woman of Guatemala'" (Geraldine T. Rodriguez); "Bridging the Gap: Modes of Testimony and Teaching Central American Politics" (Daniel Goldrich); and "Rigoberta Menchu's Secret: Culture and Education" (John Willinsky). Appendixes contain teaching materials for "I, Rigoberta Menchu"; film/video resources; and Guatemalan resources/activism. (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Youth Violence and the Language Arts: A Topic for the Classroom. (EJ511504)
English Journal, v84 n5 p29-37 Sep 1995
1995-00-00
Opinion Papers; Reports - Descriptive; Reference Materials - Bibliographies; Journal Articles
Descriptors: Annotated Bibliographies; Autobiographies; Biographies; Black Literature; Blacks; College Students; English Curriculum; High School Students; Higher Education; Language Arts; Literature Appreciation; Secondary Education; Student Needs; Violence
Abstract: Suggests that by reading relevant literature, examining films, essays, and music lyrics, and listening closely to students themselves, both teachers and students can come to better understand violence. Reviews specific works of literature and subject areas covered in a lower-level college literature course and a high school English class. Includes annotations of 27 works of literature. (TB)
8. Racism and "Huckleberry Finn": Censorship, Dialogue, and Change. (EJ472472)
English Journal, v82 n7 p22-33 Nov 1993
1993-00-00
Opinion Papers; Guides - Classroom - Teacher; Journal Articles
Descriptors: Censorship; Controversial Issues (Course Content); English Curriculum; English Instruction; Literary Criticism; Moral Issues; Novels; Racial Discrimination; Secondary Education; Teaching Methods
Abstract: Details some of the current critical arguments concerning Mark Twain's depiction of the runaway slave Jim in the novel "Huckleberry Finn." Describes classroom experiences teaching the novel and how a reader's cultural background influences reactions to it. Provides principles and caveats for teaching the novel. Lists works about slavery appropriate for high-school students. (HB)
9. Shakespeare for the 1990s: A Multicultural Tempest. (EJ460936)
English Journal, v82 n4 p30-35 Apr 1993
Guides - Classroom - Teacher; Opinion Papers; Journal Articles
Descriptors: Drama; English Instruction; High Schools; Literary Criticism; Multicultural Education
Abstract: Argues that William Shakespeare's "The Tempest" is the play that is best suited for the high school English curriculum of the 1990s. Discusses historical and critical aspects the play's key themes. Shows ways of using the play in high school classes, and describes 19 works to read alongside of"The Tempest." (HB)
10. Homelessness and Language Arts: Contexts and Connections. (EJ434323)
English Journal, v80 n7 p22-28 Nov 1991
1991-00-00
Descriptors: English Instruction; Higher Education; Homeless People; Literature; Literature Appreciation
Abstract: Asserts that the reading and discussion of the portrayal of homelessness in literary works provides students with critical tools for their analysis of "real world" people and institutions, and leads to better written projects and extended and deepened reading. (PRA)
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