삶으로서의 문학 문학교육의 메타텍스트로 『수요일의 전쟁』 읽기
Literature as Life: Gary D. Schmidt’s The Wednesday Wars as a Meta-text of Literature Education
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This paper examines Gary D. Schmidt’s The Wednesday Wars in respect of a meta-fiction of literature education. Holling Hoodhood─a fifteen-years old teenager─reads Shakespeare’s dramas with the help of Ms. Baker, Holling’s English teacher. Holling does not remain in his idyllic fantasy about heroic exploits described in famous adventure stories; he not only cultivates critical thinking skills by merging his everyday life happenings with textual meanings but also participates in the stage performance to reinterpret Shakespeare independently. The problems of factual consistency, caused by the discrepancy between the text and life experiences, drive Holling to seek new awareness for pursuing emphatic human relationship and communication, rather than being trapped by any preordained fate. Furthermore, Holling’s reflection of textual messages in the wild nature leads to meditating on his innermost self. In this regard, The Wednesday Wars contains the educational implications of ‘literature as life’: self-directed reading of literary texts and its extended applications to the real-life contexts.
Abstract
This paper examines Gary D. Schmidt’s The Wednesday Wars in respect of a meta-fiction of literature education. Holling Hoodhood─a fifteen-years old teenager─reads Shakespeare’s dramas with the help of Ms. Baker, Holling’s English teacher. Holling does not remain in his idyllic fantasy about heroic exploits described in famous adventure stories; he not only cultivates critical thinking skills by merging his everyday life happenings with textual meanings but also participates in the stage performance to reinterpret Shakespeare independently. The problems of factual consistency, caused by the discrepancy between the text and life experiences, drive Holling to seek new awareness for pursuing emphatic human relationship and communication, rather than being trapped by any preordained fate. Furthermore, Holling’s reflection of textual messages in the wild nature leads to meditating on his innermost self. In this regard, The Wednesday Wars contains the educational implications of ‘literature as life’: self-directed reading of literary texts and its extended applications to the real-life contexts.
참고문헌 (17)
- Aristotle, "Poetics" (1996), Penguin
- Boreen, Jean, "Review of The Wednesday Wars", Journal of Adolescent & Adult Literacy, 51(1), pp.77~78 (2007)
- Eagleton, Terry, "How to Read Literature" (2013), New Haven
- Fish, Stanley, "Is There a Text in This Class? : The Authority of Interpretive Communities" (1980), Harvard UP
- Graff, Gerald, "Literature Against Itself : Literary Ideas in Modern Society" (1995), Ivan R. Dee
- Gribble, James, "Literary Education: A Revaluation" (1983), Cambridge UP
- Hirsch, E. D., "Validity in Interpretation" (1967), Yale UP
- Hogan, Patrick Colm, "The Politics of Interpretation: Ideology, Professionalism, and the Study of Literature" (1990), Oxford UP
- Letcher, Mark, "Off the Shelves", English Journal, 101(5), pp.88~92 (2012)
- Macciavelli, Niccolò di Bernardo dei, "The Prince" (1992), Norton
- Miller, J. Hillis, "On Literature" (2002), Routledge
- Ortega y Gasset, Jose, "The Dehumanization of Art" (1968), Princeton UP
- Rosenblatt, Louise M., "Literature as Exploration" (1995), MLA
- Sableski, Mary-Kate, "Sharing Our Stories: The Work of Gary D. Schmidt", Children and Libraries: The Journal of the Association for Library Service to Children, 16(4), pp.27~29 (2018)
- Schmidt, Gary D., "The Wednesday Wars" (2007), Houghton Mifflin
- Sell, Roger D., "Literature as Communication" (2000), John Benjamins
- Watson, Robert N, "Teaching Literature: What Is Needed Now", pp.121~150 (1988), Harvard UP