Transpacific American Literature: Curriculum, Cartography, Crossover

This essay considers the complications involved in constructing and delivering a university course on Transpacific American Literature. It analyses these complexities in terms of the intertextual relationship between transpacific and transatlantic literature. It also examines ways in which various forms of cartography have shaped ways in which the subject has been formulated. By focusing on the specific exampleofMaxine Hong Kingston’s narratives, this essay suggests ways in which Southeast Asia operates as a fulcrum in her work for a reverse mapping of the subject, in relation to both space and time. In this sense, it argues that transpacific American literature sheds light on the constitution of the history and geography of American literature more broadly.

[Folklore in the Context of Literature Curricula (Aligned with the Current Literature Curriculum for the 5th Grade)

The article aims to present basic theoretical problems connected with studying folklore in the secondary stage of Bulgarian schools. The first part offers a brief diachronic review of the theoretical paradigm of Bulgarian folklore research, presenting the transition from the narrow philological understanding of folklore as “national poetic creativity” towards its wide sociological interpretation as “a type of creative culture”. In the second part of the article two curricula for the fifth grade, in which folklore is a key component, are analysed and compared – the one from 2007/2010 academic years and the current one, implemented since 2016/2017. The main goal of this part is to demonstrate how and how much the Literature curricula offer an opportunity for studying folklore in alignment with current theoretical stipulations in Bulgarian folklore research.

Analysis of Stakeholders Involvement in the Implementation of the M.A. Literature Curriculum at Kabale University Using E-Learning Approach

The purpose of the study was to report on an empirical study of the involvement of stakeholders in the implementation of the MA Literature Curriculum at Kabale University using e-Learning approach. The study used a mixed method approach of both qualitative and quantitative techniques. In this study, curriculum stakeholders were found to significantly influence curriculum development, hence collaboration with these stakeholders through feedback, critique and advice can only serve to meld the content and method of delivery of the curriculum. This study extends the application of a modified curriculum development process model based on ADDIE (analysis, design, development implementation and evaluation). It recognizes the different stakeholders and their input for curriculum innovation. Therefore, identifying, understanding and managing stakeholders’ involvement in curriculum implementation is a key driver in the curriculum development. This paper is not concerned with comparing and exploring possible techniques of identifying university stakeholders with the aim of choosing the most suitable one, but it is intended to clarify on the categorization of the internal and external stakeholders

Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice

This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrated in the teaching of the curricula. However, the US language curriculum places a premium on fostering American identity, with an emphasis on increasing learning for professional workforce and career-ready individuals, which will benefit the global economy in the future. Meanwhile, Indonesian language curriculum gives priority to moral and religious instruction. The language and literature teaching are integrated in nation’s character building. After analyzing, comparing, and contrasting both curricula, the author found that America successfully instills character education to shape the worldview and characters of its citizens extracted from their clear ideology, while Indonesia is somewhat inexplicable and vague. Therefore, this article shows room for improvement for educators and educational leaders in Indonesia to be clearer in defining which character is best exposed in the curriculum.

Designing and using rubric for assessment writing competency of high school student through demonstrative texts

Teaching and assessment toward competency-approached are the most crucial changes in the 2018 Language Arts and Literature Curriculum. Demonstrative text is a basic form of informative text, which is important and popular in high school curiculum. This paper suggests how to design and use the rubric as an assessment tool for learning to grade high school student’s writing competency through demonstrative text in order to meet the requirements of the Curriculum.

Proposing a process of organizing teaching activities to improve the effectiveness of aesthetic reading of lyric poetry in upper secondery schools

The New Literature Curriculum in General Education (2018) aims to develop learners' qualities and competencies. This is an important step to innovate teaching and meet the requirements of international integration. Therefore, teachers and students are required to change their entire ways of teaching and learning previously to meet the aforementioned objectives. Aesthetic reading is a reading that focuses on readers’ emotions, attitudes, and ideas that appear throughout the reading process. Aesthetic reading in teaching lyric poetry in upper secondary schools is considered an effective and appropriate way of teaching, meeting part of the teaching requirements under the New Literature Curriculum. Based on the analysis of some theoretical issues on aesthetic reading and the teaching of aesthetic reading in upper secondary schools, the paper proposes a process of organizing teaching activities towards aesthetic reading in lyric poetry to improve the effectiveness of teaching Literature in upper secondary schools.