Pedagogic Literary Narration in theory and action

Gordon, John (2019) Pedagogic Literary Narration in theory and action. L1 Educational Studies in Language and Literature, 19. pp. 1-31. ISSN 1573-1731

[img]
Preview
PDF (Gordon_PLN_2019_L1published) - Published Version
Download (406kB) | Preview
[img]
Preview
PDF (Accepted_Manuscript) - Submitted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (834kB) | Preview

Abstract

The term Pedagogic Literary Narration conceptualises teaching around shared narrative prose in classrooms, conventionalised where teachers and students read a novel (or extracts) aloud over a series of lessons. Discussion theorises literary narration, representing through empirical research transcripts the interplay of multiple voices in classroom literary study and the constituent practices of a distinctive pedagogy. Methodology combines narratology, Narrative Analysis and Conversation Analysis. The article describes a narrative phenomenon without existing theorisation and explicates a core literary-pedagogic activity to develop teaching and its evaluation. Aligning qualitative methodology with educational connoisseurship, it extends theorisation of Narrative Analysis for education research.

Item Type: Article
Additional Information: The research project Literature’s Lasting Impression was supported by British Academy grant MD150021.
Uncontrolled Keywords: reading literature,narrative,novels,narrative analysis,conversation analysis,pedagogic literary narration
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: LivePure Connector
Date Deposited: 13 Jun 2019 15:34
Last Modified: 22 Sep 2020 23:46
URI: https://ueaeprints.uea.ac.uk/id/eprint/71395
DOI: 10.17239/L1ESLL-2019.19.01.11

Actions (login required)

View Item View Item