Confrontational Pedagogy and the 20th century British Fiction Course: Teaching A Portrait of the Artist as a Young Man Along with Mrs. Dalloway
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The purpose of this paper is to discuss the teaching experience of James Joyce’s A Portrait of the Artist as a Young Man and Virginia Woolf’s Mrs. Dalloway in the 20th century British Fiction course at one of the national universities in Korea. Based on Ronald Strickland’s confrontational pedagogy and Patrick Murphy’s coyote midwifery pedagogy which valorize a student-centered class, I encourage students to actively engage in group discussion, emphasizing constructive interactions among the students. Regarding Joyce’s text, I focus on the issues of nation, women, religion as well as epiphany. I ask students to think about the Korean colonial experience under Japanese imperialism when reading Joyce’s text. Concerning Woolf’s novel, I emphasize the following aspects: the meaning of a party, the position of women, empire and the trauma of war, as well as the tunnelling process. Though the two novels deal with history and society in both Ireland and England more than one hundred years ago, I argue that students can learn many things that can reflect their own current society.
Abstract
The purpose of this paper is to discuss the teaching experience of James Joyce’s A Portrait of the Artist as a Young Man and Virginia Woolf’s Mrs. Dalloway in the 20th century British Fiction course at one of the national universities in Korea. Based on Ronald Strickland’s confrontational pedagogy and Patrick Murphy’s coyote midwifery pedagogy which valorize a student-centered class, I encourage students to actively engage in group discussion, emphasizing constructive interactions among the students. Regarding Joyce’s text, I focus on the issues of nation, women, religion as well as epiphany. I ask students to think about the Korean colonial experience under Japanese imperialism when reading Joyce’s text. Concerning Woolf’s novel, I emphasize the following aspects: the meaning of a party, the position of women, empire and the trauma of war, as well as the tunnelling process. Though the two novels deal with history and society in both Ireland and England more than one hundred years ago, I argue that students can learn many things that can reflect their own current society.
참고문헌 (15)
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- Eide, Marian, "The Woman of the Ballyhoura Hills : James Joyce and the Politics of Creativity", Twentieth Century Literature, 44(4), pp.377~393 (1998)
- Freire, Paulo, "Pedagogy of the Oppressed" (1993), Continuum
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- Joyce, James, "A Portrait of the Artist as a Young Man" (2009), Shinasa
- Joyce, James, "Stephen Hero" (1963), New Directions
- Murphy, Patrick, "Practicing Theory in Introductory College Literature Courses", pp.161~176 (1991), NCTE
- 박윤기, "제임스 조이스의 작품에 나타난 에피파니의 양상", 현대영어영문학, 61(4), pp.95~116 (2017), 한국현대영어영문학회
- Strickland, Ronald, "Practicing Theory in Introductory College Literature Courses", pp.115~130 (1991), NCTE
- Woolf, Virginia, "Mrs. Dalloway" (2010), Shinasa
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