Fabrizi Fantasy Literature

Challenging Genres
1. Auflage 2016
ISBN: 978-94-6300-758-0
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 233 Seiten

Reihe: Critical Literacy Teaching Series: Challenging Authors and Genre

Fantasy literature, often derided as superficial and escapist, is one of the most popular and enduring genres of fiction worldwide. It is also-perhaps surprisingly-thought-provoking, structurally complex, and relevant to contemporary society, as the essays in this volume attest. The scholars, teachers, and authors represented here offer their perspectives on this engaging genre.
Within these pages, a reader will find a wealth of ideas to help teachers use these texts in the classroom, challenging students to read fantasy with a critical eye. They employ interdisciplinary, philosophical, and religious lenses, as well as Marxist and feminist critical theory, to help students unlock texts. The books discussed include epic fantasy by such authors as Tolkien and Le Guin, children's fantasy by Beatrix Potter and Saint-Exupéry, modern fantasy by Rowling and Martin, and even fairy tales and comic books. The contributors offer provocations, questioning the texts and pushing the boundaries of meaning within the fantasy genre. And in doing so, they challenge readers themselves to ponder these tales more deeply.
But through each of these chapters runs a profound love of the genre and a respect for those who produce such beautiful and moving stories. Furthermore, as with all the books in this series, this volume is informed by the tenets of critical pedagogy, and is focused on re-envisioning fantasy literature through the lens of social justice and empowerment. Prepare to be challenged and inspired as you read these explorations of a much-loved genre.

Autoren/Hrsg.

Fabrizi, Mark A.

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;ACKNOWLEDGEMENTS;8
3;INTRODUCTION:Challenging Fantasy Literature;10
3.1;CRITICAL LITERACY;11
3.2;OVERVIEW;13
3.3;REFERENCES;17
4;PART ONE:PHILOSOPHICAL ISSUES;19
4.1;1. IN THE SHADOW OF THE STATUS QUO:The Forgotten in The Lord of the Rings and A Song of Ice and Fire;20
4.1.1;REFERENCES;32
4.2;2. THE WIZARDS BENEATH:Finding Plato and Freud in Ursula K. Le Guin’s The Tombs of Atuan;34
4.2.1;UNCONSCIOUS LEARNING TODAY;34
4.2.2;TABLEAUS OF DARKNESS AND LIGHT;36
4.2.3;A DIVIDED MIND;36
4.2.4;LEARNING WITHOUT LIGHT;38
4.2.5;THE SOURCE OF SHADOWS;39
4.2.6;LIGHT IN THE DARKNESS;41
4.2.7;CHOOSING THE LIGHT;44
4.2.8;CONCLUSION;45
4.2.9;REFERENCES;46
4.3;3. YOU’RE A PRINCE, HARRY: The Politics of Oppression and Self-Interest inJ. K. Rowling’s Harry Potter Series;48
4.3.1;THE ENDS JUSTIFY THE MEANS;50
4.3.2;IT IS SAFER TO BE FEARED THAN LOVED;55
4.3.3;CONCLUSIONS;59
4.3.4;NOTES;61
4.3.5;REFERENCES;61
4.4;4. DESIGNING A COURSE INTEGRATING CRITICAL PEDAGOGY, FANTASY LITERATURE,AND RELIGIOUS STUDIES;63
4.4.1;RATIONALE;63
4.4.2;1. DEFINING “RELIGION,” “MAGIC,” AND “FANTASY”;65
4.4.2.1;Bibliography 1;65
4.4.3;2. COLONIALISM;67
4.4.3.1;Bibliography 2;68
4.4.4;3. CAPITALISM;68
4.4.4.1;Bibliography 3;69
4.4.5;4. PERSPECTIVISM AND PRAGMATISM;70
4.4.5.1;Bibliography 4;72
4.4.6;5. FEMINISM AND QUEER THEORY;73
4.4.6.1;Bibliography 5;74
4.4.7;6. INTERROGATING THE SELF;76
4.4.7.1;Bibliography 6;77
4.4.8;7. ROYAL IDEOLOGY AND THE MONOMYTH;78
4.4.8.1;Bibliography 7;79
4.4.9;8. CRITICAL PEDAGOGY AND REFLEXIVITY;79
4.4.9.1;Bibliography 8;80
4.4.10;NOTES;81
4.4.11;REFERENCES;82
5;PART TWO:GENDER, CLASS, AND PRIVILEGE;83
5.1;5. STRONG WOMEN IN FAIRY TALES EXISTED LONG BEFORE FROZEN:Teaching Gender Studies via Folklore;84
5.1.1;THE RICH SCHOLARLY TRADITION ACCOMPANYING FAIRY TALES;85
5.1.2;ASKING QUESTIONS TO ENCOURAGE CRITICAL THINKING;88
5.1.3;SEEING STORIES AS PART OF AN ONGOING CONVERSATION;93
5.1.4;TALES SPEAKING THE CHANGES A SOCIETY MAY NEED;95
5.1.5;NOTE;96
5.1.6;REFERENCES;96
5.2;6. FROM FLEDGLING TO BUFFY:Critical Literacy, Fantasy, and Engagement in Secondary ELA Classrooms;98
5.2.1;OVERVIEW OF FANTASY LITERATURE AND SPECULATIVE FICTION;99
5.2.2;THEORETICAL FRAMEWORK;99
5.2.2.1;Feminist Poststructuralism;100
5.2.2.2;Critical Literacy;101
5.2.2.3;Queer Theory;101
5.2.3;ANALYSIS OF FLEDGLING AND PARALLEL TEXTS;102
5.2.4;ANALYSIS OF THE LEFT HAND OF DARKNESS AND RELATED TOPICS;103
5.2.5;APPLICATION AND PEDAGOGICAL IMPLICATIONS;106
5.2.5.1;The Genderbread Person;106
5.2.5.2;The Genderbread Person Activity;106
5.2.5.3;Buffy Characters vs. Shori;108
5.2.5.4;Compare and Contrrast Venn Diagram;108
5.2.5.5;Popular Culture and Gender Expression;108
5.2.6;CONCLUSION;110
5.2.7;REFERENCES;111
5.3;7. GENDER, CLASS, AND MARGINALIZATION INBEATRIX POTTER;113
5.3.1;BEATRIX POTTER;115
5.3.2;THE TALE OF JEMIMA PUDDLEDUCK;116
5.3.3;THE TALE OF SAMUEL WHISKERS;119
5.3.4;THE TALE OF GINGER AND PICKLES;121
5.3.5;THE TALE OF MRS. TITTLEMOUSE;123
5.3.6;CONCLUSION;125
5.3.7;NOTES;125
5.3.8;REFERENCES;125
5.4;8. DEPICTIONS OF SOCIAL CLASS IN NEWBERY-WINNING FANTASIES:A Critical Literacy Approach;127
5.4.1;DEFINING SOCIAL CLASS AND DISCOURSES ABOUT CLASS;128
5.4.2;DEPICTIONS OF SOCIAL CLASS IN NEWBERY FANTASIES;129
5.4.3;THE POOR AND THE WORKING CLASS;131
5.4.4;THE MIDDLE CLASS AND THE AFFLUENT;134
5.4.5;DECONSTRUCTING CLASS DISCOURSES IN NEWBERY TITLES;136
5.4.6;IMPLICATIONS;138
5.4.7;REFERENCES;139
5.4.7.1;Children’s Literature Cited;141
5.5;9. INDIFFERENCE, NEGLECT, AND OUTRIGHT DISLIKE: Examining Sources of and Responses to Institutionalized Oppressionin J. K. Rowling’s Harry Potter and the Order of the Phoenix;142
5.5.1;DEFINING AND USING THE MARXIST LENS;143
5.5.2;VIEWING ORDER THROUGH THE MARXIST LENS;145
5.5.3;BRINGING ANALYSES OF ORDER TO THE CLASSROOM;155
5.5.4;NOTE;156
5.5.5;REFERENCES;157
6;PART THREE:EDUCATION AND SOCIAL JUSTICE;158
6.1;10. MAGIC AS PRIVILEGE IN ROBERT JORDAN AND BRANDON SANDERSON’S WHEEL OF TIME EPICFANTASY SERIES;159
6.1.1;FANTASY AS SOCIAL COMMENTARY;160
6.1.2;FANTASY AS METAPHOR;161
6.1.3;THE WHEEL OF TIME;162
6.1.4;TEACHING SOCIAL JUSTICE THROUGH FANTASY LITERATURE—A CONCEPT-BASED APPROACH;164
6.1.4.1;Identity;164
6.1.4.2;Power;165
6.1.4.3;Privilege;166
6.1.5;SEEING PRIVILEGE FROM AN OUTSIDER’S PERSPECTIVE;168
6.1.6;CONCLUSION;171
6.1.7;REFERENCES;172
6.2;11. SEEING HARRY POTTER AS AN AT-RISK STUDENT:Critical Literacy, Cultural Capital, and the Wizarding World;174
6.2.1;THE INTERSECTION OF SCHOOL STORIES, FANTASY,AND CRITICAL FRAMEWORKS;175
6.2.2;RE-READING HARRY POTTER WITH PRESERVICE TEACHERS;176
6.2.2.1;The Study;176
6.2.2.2;Participants;177
6.2.2.3;The Process & the Products;177
6.2.2.4;Whitney’s Case;178
6.2.2.5;Findings and Discussion;178
6.2.2.6;Cultural Capital;179
6.2.2.7;Reflection;179
6.2.2.8;Deficit Thinking and Funds of Knowledge;182
6.2.3;CONCLUSION;185
6.2.4;REFERENCES;187
6.3;12. MAGICAL OBJECTS IN FANTASY:A Multicultural Examination;189
6.3.1;HARRY POTTER AND THE MAGIC OF COMMUNITY FORMATION;191
6.3.2;RECKLESS LEARNING PRACTICES;194
6.3.3;EDUCATION THROUGH ESTRANGEMENT;197
6.3.4;TRANSITIONAL FANTASY FICTION IN THE CLASSROOM;200
6.3.5;NOTES;201
6.3.6;REFERENCES;201
6.4;13. CRITICAL LITERACY IN INQUIRY LEARNING: Perspective Sharing through Multiple Literacies,Continuous Inquiry, and Reflection;203
6.4.1;CRITICAL LITERACY AND INQUIRY LEARNING;204
6.4.2;CRITICAL LITERACY IN AN INQUIRY-BASED LEARNING ENVIRONMENT;205
6.4.2.1;The Novella, The Little Prince;206
6.4.3;MULTIPLE LITERACIES AND CONTINUOUS INQUIRY;208
6.4.3.1;Focus Groups and Class Discussions;209
6.4.3.2;Developing Questions;210
6.4.3.3;Interviews;211
6.4.4;REFLECTING AND AUTHENTIC CRITICAL LITERACY TASKS;211
6.4.5;CONNECTING IT ALL TOGETHER: ALTERNATIVE PERSPECTIVES;213
6.4.6;CONCLUSION;214
6.4.7;REFERENCES;215
6.5;14. “BRUCE BANNER CAN BE AN ASSHOLE”: Using a FanFic to Break Down Privilege andIntroduce Service-Learning Concepts;217
6.5.1;WHAT IS THIS STUFF?;217
6.5.2;DIGGING IN: A CLOSE READING OF THE TEXTWITH CONTEXT AND CONNECTIONS;220
6.5.3;CASE STUDY/APPLICATION: WHERE THE READER MEETS THE TEXTAND THE EDUCATOR GETS SCHOOLED;225
6.5.4;CONCLUSION;228
6.5.5;REFERENCES;229
7;AUTHOR BIOGRAPHIES;231