東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Toward Productive Dissonance and Reh...

Robb, Audra Kirshbaum,

FindBook

Google Book

Amazon

博客來

Toward Productive Dissonance and Rehearsing Resolutions: Talking About Literature at School /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward Productive Dissonance and Rehearsing Resolutions: Talking About Literature at School // Audra Kirshbaum Robb.
作者:	Robb, Audra Kirshbaum,
面頁冊數:	1 electronic resource (166 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Language arts. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31994623
ISBN:	9798314888988

Toward Productive Dissonance and Rehearsing Resolutions: Talking About Literature at School /
Robb, Audra Kirshbaum,

Toward Productive Dissonance and Rehearsing Resolutions: Talking About Literature at School /Audra Kirshbaum Robb. - 1 electronic resource (166 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

We live in an era of widening rifts: personal, social, and political. Somehow the internet, despite its potential to connect across differences, seems to have mostly served to algorithmically deepen connections that are familiar, that echo our own beliefs and suspicions. Post-COVID, we could have returned to "real life" with renewed energy for crossing thresholds, but this potential has yet to be fulfilled. Schools are microcosms of the wider environment and not immune to fractioning; in fact, intra-school group divides create additional, ever-shifting plate tectonics and guardrails. How might reading and talking about literature at school create opportunities for people to encounter and respond to other perspectives; to also experience being encountered and responded to? Perhaps by theorizing reading as a chance to hear oneself, others, and our intertwined lives in new ways. I begin by explaining the urgency of this work and how traditional English literature studies often fail to foster transformative conversations. I then bring several theorists together (Buber, Bakhtin, and Bhabha) to build a conceptual framework for reading literature with others - to rehearse and re-orchestrate our understanding of each other and the world - and apply this theory to a qualitative study of extracurricular reading experiences in an international school setting. Finally, I consider how some key practices may condition students and adults in schools to use literature to improve their collective soundscape.

English

ISBN: 9798314888988Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Community

Toward Productive Dissonance and Rehearsing Resolutions: Talking About Literature at School /
LDR:02904nmm a22004453i 4500 001 2435828
005 20251029060401.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798314888988
035 $a (MiAaPQD)AAI31994623
035 $a AAI31994623
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Robb, Audra Kirshbaum, $e author. $3 3826275
245 1 0 $a Toward Productive Dissonance and Rehearsing Resolutions: Talking About Literature at School / $c Audra Kirshbaum Robb.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (166 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
500 $a Advisors: Vinz, Ruth.
502 $b Ph.D. $c Columbia University $d 2025.
520 $a We live in an era of widening rifts: personal, social, and political. Somehow the internet, despite its potential to connect across differences, seems to have mostly served to algorithmically deepen connections that are familiar, that echo our own beliefs and suspicions. Post-COVID, we could have returned to "real life" with renewed energy for crossing thresholds, but this potential has yet to be fulfilled. Schools are microcosms of the wider environment and not immune to fractioning; in fact, intra-school group divides create additional, ever-shifting plate tectonics and guardrails. How might reading and talking about literature at school create opportunities for people to encounter and respond to other perspectives; to also experience being encountered and responded to? Perhaps by theorizing reading as a chance to hear oneself, others, and our intertwined lives in new ways. I begin by explaining the urgency of this work and how traditional English literature studies often fail to foster transformative conversations. I then bring several theorists together (Buber, Bakhtin, and Bhabha) to build a conceptual framework for reading literature with others - to rehearse and re-orchestrate our understanding of each other and the world - and apply this theory to a qualitative study of extracurricular reading experiences in an international school setting. Finally, I consider how some key practices may condition students and adults in schools to use literature to improve their collective soundscape.
546 $a English
590 $a School code: 0054
650 4 $a Language arts. $3 532624
650 4 $a Reading instruction. $3 2122756
650 4 $a Multicultural education. $3 526718
650 4 $a Literature. $3 537498
653 $a Community
653 $a Culture
653 $a Dialogue
653 $a English literature
653 $a Reading experiences
690 $a 0279
690 $a 0535
690 $a 0455
690 $a 0401
710 2 $a Columbia University. $b TC: English Education. $e degree granting institution. $3 3819950
720 1 $a Vinz, Ruth $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-11A.
790 $a 0054
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31994623