Titlebook: Critical Pedagogy and Global Literature; Worldly Teaching Masood Ashraf Raja,Hillary Stringer,Zach VandeZand Book 2013 Palgrave Macmillan,

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sterilization

Gender, Knowledge, and Economy: Greg Mortenson, Turning Schools into Stonesn K2 in 1993 and getting lost on the descent as he had written, and he was not really kidnapped by the Taliban. Krakauer is explicit about the questionable accounting practices that Mortenson practiced and later claimed as but instances of a na?ve guy who suddenly and miraculously finds himself at t

Temporal-Lobe

Reading the “Other” in World Literature: Toward a Discourse of Unfamiliarityidence. “But why not?” I persisted. “What if we read it as a supernatural story of the ancestors’ wrath bringing disaster to Obi and the village? Suppose the story was set in a small town in Georgia and it tells the tale of an ancient curse? We have so many ghost stories like this.” Now the students

相一致

A Gun and a Book: Teaching Naguib Mahfouz’s , in a Time of Revolution and OccupationMahran, and the college-age bloggers who helped organize the 2011 demonstrations. How lucky was I to be teaching a novel with so much potential to give depth and context to a recent world-changing event!

拋棄的貨物

Magical Realism: A Gateway out of America and into the Worldequality. This teaching note will explain how to structure such a course so that students can build the analytical skills needed to dissect the assumptions, beliefs, and values of various cultures, a journey that will reveal the rich and diverse ways in which magical realism is used across the globe

Juvenile

Making the Familiar Unfamiliar: Teaching Origin Myths, Material Conditions, and “the Bible as Literae sphere of religion. Instead, they often define state, nation, and ethnic background. Deconstructing and analyzing the formation of these “myths” highlights for students the way in which “nationality” or ethnicity—concepts that they often take to be inherent—are in fact constructed by and for a var

Juvenile

SUGAR

appall

Wundballistik der Geschosse und Splitter,filled with the grain” (13) that was stolen at night. We are all complicit in its design, instruments of its logic. Yes, sadly, there is no outside to capital: we must, therefore, teach it from within and also learn, share, and teach the strategies of its ultimate undoing. For, let us not forget, ev

Dictation