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- W1933168052 abstract "In this paper I will discuss why cognitive dissonance, the term in educational psychology for the uncomfortable process of dislodging old ideas and replacing them with new ones, is an important part of being an English literature teacher. I will draw on two sources to do this: first, I will share my own reflections over a period of ten years as an instructor, teaching assistant, and tutor, at The University of Victoria, Dalhousie University, Camosun College, Kingston Literacy, and Queen's University. Second, I will incorporate Elaine Showalter's perspectives on forty years of professorship, recollected in Teaching Literature. I will address the reality that—while English teachers are trained and hired with an emphasis on performing the more objective role of imparting knowledge and skills required for students to become effective thinkers, readers, writers, and speakers—they are called upon to give personally of themselves by partaking in a subjective experience of literary texts. As Showalter states, “fundamental questions of identity and purpose lie at the heart of literature” and continually prompt “existential” considerations, demanding a degree of emotional vulnerability (5). Teachers of English literature must engage not only with human nature as it is represented in the texts studied: they must light a path through it by demonstrating how to manage and best resolve conflicting ideas." @default.
- W1933168052 created "2016-06-24" @default.
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- W1933168052 date "2011-12-03" @default.
- W1933168052 modified "2023-09-24" @default.
- W1933168052 title "Opening the Door to Discord: Emotional Vulnerability in Teaching Literature" @default.
- W1933168052 hasPublicationYear "2011" @default.
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