"Interiors and Edges": Reconfiguring Classroom Practice
Abstract
The traditional college literature syllabus is being reshaped by the introduction of new texts and approaches to reading. However, reconfiguring the classroom to reflect changes in theory and practice lags behind. The authors designed "Interiors and Edges," an experimental course, to focus on the ways that students actually read and respond to texts. Utilizing nontraditional activities, including image making and symbolic expression, the authors developed a methodology to explore literature and its effect on the reader's inner world. By discouraging passive learning and encouraging students to authorize their own readings, the course deepens their understanding of self, text, and world.
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