Teaching to the golem: A pedagogical intra-action

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This article considers the pedagogical nature of an intra-action involving the author, his high school student’s final project in an English class (a golem), and his school administrators. The author relies on narrative scholarship to both tell and interpret a story of his experience as a high school English and drama teacher, to illustrate the process, the product, and the result of an intra-action that emerged from his nontraditional literacy teaching practices concerning the plays Hamlet, Rosencrantz and Guildenstern Are Dead, and No Exit. Ultimately, he argues that educators—both teachers and administrators—should be more receptive of emergent, improvisational literacy teaching and learning, and careful in their participation with co-constituted intra-actions that come from such approaches to literacy pedagogy.

Original languageEnglish (US)
Pages (from-to)321-341
Number of pages21
JournalJournal of Literacy Research
Volume49
Issue number3
DOIs
StatePublished - Jan 1 2017

Fingerprint

literacy
Teaching
school
teacher
teaching practice
drama
narrative
participation
learning
Golem
experience
student
Literacy
High School Students
Exit
Administrators
High School
Participation
Pedagogy
Emergent Literacy

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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Teaching to the golem : A pedagogical intra-action. / Tanner, Samuel Jaye.

In: Journal of Literacy Research, Vol. 49, No. 3, 01.01.2017, p. 321-341.

Research output: Contribution to journalArticle

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