급진적 페다고지: 변환학습을 통한 아시아계 미국문학 가르치기
Radical Pedagogy: Teaching Asian American Literature through Transformative Learning
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Abstract
Aeju KimThis paper aims to develop a model of how to teach English and American literature, based on the theoretical framework of transformative learning. Transformative learning is the process by which we dramatically and permanently transform our preconceived frames of thoughts, feelings, and actions. Influenced by Paulo Freire's concept of conscientiousness and constructivism's assumption that meaning exists within ourselves, not outside in external forms, transformative learning sets up core concepts such as centrality of experience, critical reflection, and rational discourse. To develop a teaching model, this study has chosen as trigger events four Asian American novels: The Woman Warrior by Maxine Hong Kingston, Native Speaker by Chang-rae Lee, Obasan by Joy Kogawa and The America is in the Heart by Carlos Bulosan. These four Asian American novels, having been taught in my classes for three semesters, have been proved to serve as suitable trigger events for those students who have been engage in critical reflections on their experiences, which in turn have led to a perspective transformation. The inclusion of pedagogical thoughts and methods of transformative learning into Asian American literature classes is found to provide an exciting challenge and opportunity for both the teachers and students to rethink about the nature of higher education. Although crucial learning often takes place unconsciously, it usually results from a "disorienting dilemma" (Mezirow "Transformation Theory of Adult Learning" 50), which is triggered by a crucial impact of life or life crisis. The dilemma prompts us to do critical reflection and to modify our assumptions and to develop new ways of interpreting experiences. The pedagogical methods of transformative learning involve free response, student-centered dialogue, collaborative discourse, heuristic approach, peer education, and so on.
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