Interpretive Communities: Making Use of Readings and Misreadings in the Literature Classroom and Elsewhere

2002 ◽  
pp. 223-234
Keyword(s):  
Literature Classroom ◽  
Interpretive Communities

Writing Rites

2010 ◽  
Vol 39 (4) ◽  
Author(s):  
Frederick Roden
Keyword(s):  
Religious Experience ◽  
Literature Classroom ◽  
Queer Spaces

This experiential essay interrogates the role of the literature classroom for teaching the diversity of religious experience. The secular humanities academy, and the secular humanities classroom, prove to be "queer" spaces for exploring religion: and strategic in demonstrating the breadth of its study.

Twitter as an online educational community in the Spanish literature classroom

2021 ◽  
Author(s):  
Heather Jerónimo ◽  
Allysha Martin
Keyword(s):  
Spanish Literature ◽  
Educational Community ◽  
Literature Classroom

The boys on the timeline: Political journalists’ use of Twitter for building interpretive communities

Journalism ◽  
2014 ◽  
Vol 16 (8) ◽  
pp. 1107-1123 ◽  
Author(s):  
Rachel Reis Mourão
Keyword(s):  
Political Journalists ◽  
Interpretive Communities

"Is There a (Non-sexist) Bible in This Church?" A Feminist Case for the Priority of Interpretive Communities

1998 ◽  
Vol 14 (2) ◽  
pp. 225-242 ◽  
Author(s):  
Mary McClintock Fulkerson
Keyword(s):  
Interpretive Communities

Military Necessity and the Cultures of Military Law

2013 ◽  
Vol 26 (2) ◽  
pp. 315-349 ◽  
Author(s):  
DAVID LUBAN
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Legal Regulation ◽  
Systematic Analysis ◽  
Law Of War ◽  
Military Necessity ◽  
Starting Point ◽  
Military Law ◽  
Interpretive Communities ◽  
The Military

AbstractMilitary and humanitarian lawyers approach the laws of war in different ways. For military lawyers, the starting point is military necessity, and the reigning assumption is that legal regulation of war must accommodate military necessity. For humanitarian lawyers, the starting point is human dignity and human rights. The result is two interpretive communities that systematically disagree not only over the meaning of particular law-of-war norms, but also over the sources and methods of law that could be used to resolve the disagreements. That raises the question whether military lawyers’ advice should acknowledge any validity to the contrary views of the ‘humanitarian’ community. The article offers a systematic analysis of the concept of military necessity, showing that civilian interests must figure in assessing military necessity itself. Even on its own terms, the military version of the law of war should seek to accommodate the civilian perspectives featured in the humanitarian version.

“Weg Da—Wir Wollen Lernen!” Education Reform in Hamburg, Germany in Neoliberal Times

2013 ◽  
Vol 115 (8) ◽  
pp. 1-36
Author(s):  
Jeff Bale
Keyword(s):  
Education Policy ◽  
Education Reform ◽  
News Media ◽  
Research Question ◽  
Substantial Part ◽  
Theory Approach ◽  
Education Policies ◽  
Reform Measure ◽  
Interpretive Communities ◽  
Critical Policy

Background/Context This paper is in dialogue with critical policy scholarship that has developed a certain consensus about what neoliberalism is and what its impact has been on recent education policy. A substantial part of the paper comprises a synthesis of recent German scholarship on neoliberal education policies in that country. Purpose/Objective/Research Question/Focus of Study Drawing on critical analysis of neoliberal education policy, this paper examines a recent education reform measure in Hamburg, Germany. A key component of the intended reform measure was defeated by a ballot initiative spearheaded by a coalition of Hamburg residents widely understood to represent the city's wealthy elite. Making sense of the controversy over this reform measure is the central goal of this paper. To do so, I identify five features of neoliberal education policy in Germany and use them as a framework within which to read the specific reform measure in Hamburg and the resistance to it. Research Design This paper reports an interpretive policy analysis and draws on document sources from four interpretive communities: (a) Hamburg's education ministry; (b) two pro-reform coalitions; (c) one anti-reform coalition; and (c) news media sources. A total of 389 documents were collected for this study, to which I applied a grounded theory approach for data analysis. Conclusions/Recommendations By reading this controversy against previous scholarship on neoliberal education policy, I argue that this specific case of education reform in Hamburg does not follow the pattern such analysis would predict. By stressing this divergence, I neither intend to challenge the consensus on neoliberalism within critical policy scholarship, nor to position this reform policy as a panacea to neoliberal ills. Rather, I argue that the anomalous nature of this specific reform effort in Hamburg provides two unique analytical opportunities: (a) to understand more deeply the constraints imposed by neoliberalism on schooling, especially in a context of policy making that bucks the neoliberal trend; and (b) to identify more clearly what educational policy strategies are required to move beyond neoliberal imperatives for schooling and society.

Games/gaming/simulation in a new media (literature) classroom

2004 ◽  
Vol 12 (1) ◽  
pp. 31-35 ◽  
Author(s):  
Scott Rettberg
Keyword(s):  
New Media ◽  
Literature Classroom ◽  
Gaming Simulation

scholarly journals Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom

2017 ◽  
Vol 18 (3) ◽  
pp. 50 ◽  
Author(s):  
Amelie Lemieux ◽  
Nathalie Lacelle
Keyword(s):  
Reader Response ◽  
Qualitative Case Study ◽  
Subjective Response ◽  
Literature Classroom ◽  
9Th Grade ◽  
Literature Pedagogy ◽  
Data Point ◽  
Interpretive Strategies

Research on literature pedagogy still refers to traditional, text-oriented methods in practice (Todorov, 1982; Peirce, 1977), with occasional consideration for students’ subjectivity through reader-response exercises involving reading logs, surveys, or journals. When addressing subjectivities in individual and collective classroom contexts, researchers should direct attention towards the strategies students mobilize when reading. Owing to Sauvaire’s (2013) typology of interpretive dimensions in reading, this qualitative case study investigates patterns emerging from students’ written and verbalized expressions of their subjectivities in a 9th-grade literature classroom. The data point to conclusive results explaining pathways for interpretive strategies, which vary in group and individual settings.

Is There a Text in This Class? The Authority of Interpretive Communities

Poetics Today ◽  
1982 ◽  
Vol 3 (1) ◽  
pp. 196 ◽  
Author(s):  
Stanley Fish
Keyword(s):  
Interpretive Communities
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