What We Teach and Why: Contemporary Literary Theory and Adolescents Deborah Appleman Carleton College Naperville, Illinois March 2, 2007

The paradox of education is precisely this —that as one begins to become conscious one begins to examine the society in which he is being educated. The purpose of education, finally, is to create in a person the ability to look at the world for himself, to make his own decisions…. But no society is really anxious to have that kind of person around. What societies really, ideally, want is a citizenry which will simply obey the rules of society. If a society succeeds in this, that society is about perish. The obligation of anyone who thinks of himself as responsible is to examine society and try to change it and to fight it —at no matter what risk. This is the only hope society has. This is the only way societies change.

James Baldwin

The main reason for studying theory at the same time as literature is that it forces you to deal consciously with the problem of ideologies... There are many truths and the one you will find depends partly on the ideology you start with. [Studying theory] means you can take your own part in the struggles for power between different ideologies. It helps you to discover elements of your own ideology, and understand why you hold certain values unconsciously. It means no authority can impose a truth on you in a dogmatic way—and if some authority does try, you can challenge that truth in a powerful way, by asking what ideology it is based on... Theory is subversive because it puts authority in question.

- Bonnycastle, In Search of Authority

Ideology

In essence an ideology is a system of thought or “world view” which an individual acquires (usually unconsciously) from the world around him. An ideology determines what you think is important in life, what categories you put people into, how you see male and female roles in life, and a host of other things. You can visualize your ideology as a grid , or a set of glasses, through which you can see the world. - Bonnycastle The term ideology describes the beliefs, attitudes, and habits of feeling which a society inculcates in order to generate an automatic reproduction of its structuring premises. Ideology is what preserves social power in the absence of direct coercion. - Ryan

Ideological common sense is common sense in the service of sustaining unequal relations of power.

Fairclough

Until lions tell their stories, tales of hunting will glorify the hunter.

-

African Proverb

No Such Thing as Innocence

Contemporary theory holds that there is no such thing as an innocent, value-free reading. Instead, each of us has a viewpoint invested with presuppositions about ‘reality’ and about ourselves, whether we are conscious of it or not. People who deny having a critical stance, who claim they are responding “naturally” or being “completely objective” do not know themselves. - Staton, Literary Theories in Praxis

Our job is not to produce “readings” for our students but to give them the tools for producing their own… Our job is not to intimidate students with our own superior textual production; it is to show them the codes upon which all textual production depends, and to encourage their own textual practice.

Scholes, Textual Power

Teachers “have regarded their goal as teaching particular readings instead of teaching ways of reading…the ability to replicate the stance of the reader…focus on the end result not the process of reading.”

Rabinowitz and Smith, Authorizing Readers

The test of a first-rate intelligence is the ability to hold two opposed ideas in mind at the same time and still retain the ability to function. One should, for example, be able to see that things are hopeless and yet be determined to make them otherwise.

- F. Scott Fitzgerald

A man with one theory is lost. He needs several of them, or lots! He should stuff them in his pockets like newspapers.

-Bertolt Brecht

Upon Seeing an Orange

Feminist theory asks... 'What possibilities are available to a woman who eats this orange?' Formalism asks... 'What shape and diameter is the orange?' Marxist theory asks... 'Who owns the orange?’ Who gets to eat it?’ Postcolonialism asks... 'Who doesn't own the orange?’ ‘Who took the orange away?’ Reader-Response asks... 'What does the orange taste like?

’ ‘ What does the orange remind us of?' Structuralism asks... 'How are the orange peel and the flesh differentiate into composite parts of the orange?’ Deconstruction asks... 'If the orange peel and the flesh are both part of an "orange", are they not in fact one and the same thing?’ http://www.geocities.com/litcrittoolkit/defin.html

Critical Theories Feminist Marxist Reader Response Formalist Deconstruction

What We Teach

Advanced Placement Eng lish IV

Winter/Spring 2006

Semester The me:

Lend Me a Looking Glass: Lenses of Perception in Literature and Life

Course Goals

: Y ou wil l be extremely well prepared for the chall enges that li e ahead in coll ege and beyond. You will be a more skillf ul, thoughtful and critical reader of prose and poetry. You will become a powerful essayist.

Activities:

Buil ding upon the skill s and techniques we developed last semester, we wil l focus on a number of key ways in which li terature and other texts are perceived. In addition to t he typical methods of analy sis with which we are already famili ar, we wil l study li terary theory and its phil osophical underpinnings. We wil l study several novels and plays in addition to many poems and a number of shorter selections. In addition, you wil l have the opportunity to read several works you choose yourse lf and to report on your readings. Whil e buil ding critical faculties, our study wil l also help prepare you for success on the AP English exams in early May.

Readings:

Hardy, Thomas,

Tess of the D’Urbervilles

Chopin, Kate,

The Awakening

Shakespeare,

Macbeth

Joyce, James,

A Portrait of the Artist as a Young Man

O’Brien, Tim ,

The Things They Carried

Shakespeare,

The Merchant of Venice

Ami s, Martin,

Time’s Arrow

DiYanni,

Literature

Independent Readings

Writings

Weekly reading journal Weekly CRP AP tim ed essays (O so many!) 4 prepared essa ys: Februar y 6, February 27, March 1 7, April 17

Remember the words of Robert Frost:

Students should be taught t he satisfaction and pride in conveying an idea so well , in either oral or written form, that anyone would remember how the idea had been conveyed and what it was. Books should be used in Engli sh classes so that students will be lonely forever afterward without books of their own.

Semester Overview Janua ry

Theme:

Mr. Pontellier Wore Eye-Glasses

:

Studies in the Lenses of Perception

 Read

Tess of the D’Urbervilles

by Jan 17 and

The Awakening

by January 23 

Macbeth

(in class)  Introduction to critical theory  Poetry analysis  Practice AP objective tests  Independent reading

February

Theme:

His Father Looked at Him: Modernism in Perspective

 “Prufrock” Essa y due February 6      Read

A Portrait of the Artist as a Young Man

Prose analy sis

Tess of the D’Urbervilles

Practice AP objective tests Independent reading or

Awakening Essay

due Feb 27

March

Theme:

Here There is No Why: Studies in Post-Modern Narrative



The Things They Carried



Time’s Arrow

 Independent reading  

Portrait

Essay due March 17 Practice AP tests

April

Theme:

What Judgment Shall I Dread? Preparing for the AP Exams

 Literature Review 

The Merchant of Venice

 Independent Reading  Independent Reading Essay due April 17 (explore two works)  Practice AP Tests  Boot Camp April 19-30 (Tentative)

May

Theme:

Let Me Speak to the Yet Unknowing World: The Finale

 Advanced Placement Exami nations: Language , May 1 (a.m.); Literature, May 4 (a.m.)  Symposium at Celo Inn (Date TBA)  Dessert

English 12: “Perception is Everything”

QuickTi me™ and a TIFF (LZW) decompressor are needed to see this picture.

Instructors

Ms. Christensen Ms. Freng-Gund erson Ms. Malchow Lloyd/ Mr. Julien Ms. Mork Lisa.Christensen@ano ka.k12.mn.us [email protected] [email protected] [email protected]

Course Description

In Sen ior English, the instructional units introduce and explore literary theor ies and multiple perspectives. Throughout the year, students are introduced to Reader Response, Formalist, Archetypal, Cultural, Historical, Psychological, Marxist and Feminist criticism. Applying ne w perspectives to both familiar and unfamiliar texts enables students to consider carefully the concept of truth as it is presented in li terature, film, nonf iction texts, and drama.

Course Materials

• Notebook/folder/writing utens il—Bring every day ! • One pocket portfolio folder to be kept in class • Copy of your portfolio film (buy, rent, check-out fr om library) • Access (either at home, school or library) to a word processing program and the interne t. You will need to provide copies of your typed drafts for peer review and conduct o n-line research.

Term 1/3 Overview

I. In troduction to Multiple Perspectives II. Reader Response Criticism Texts: from

When Heaven and Earth Changed Places

Writing: III. Formalist Criticism Texts: *Portfolio film analysis *Personal essay “Eleven” “Shooting an Elephant” from

Tuesdays with Morrie Oedipus Rex The Graduate

Writing: *Portfolio film analysis *Research pap er IV. Archetypa l Criticism Texts: “Saint George and the Dragon” from

The Power of Myth

(Joseph Campbell) Writing:

Star Wars

from

Into Thin Air/Mountain Without Mercy Hamlet

clips *Portfolio film analysis *Essay test

Grading:

Daily work/quizzes: Portfolio papers: Personal essay: Research paper: Essay test: 20% 20% 20% 20% 20%

*

All formal writing assig nments must be completed satisfactorily in order to pass this term.

Term 2/4 Ov erview

I. Cultural/Pos t-Colonial Criticism Texts :

Princess Mononoke

“Nacirema” Writing:

Trekkies

clip “To Be a Slave” “Farewell to Manzanar” “Teenagers—Mohammed to Madonna” *Portfolio film analysis *Ethnography

Something Old

English 10

E-W-1608-1

Name ________________________

Period _______ Date________________

TO KILL A MOCKINGBIRD: LOOKING AT THE NOVEL THROUGH “DIFFERENT LENSES” – THE MARXIST LENS

“No book is genuinely free from political bias. The opinion that art should have nothing to do with politics is

1.

itself a political attitude.”

— George Owell Blaine High School, li ke all comm unities, operates under a variety of beli efs call ed

ideologies

. An ideology is a view of the world, a set of beli efs by which we li ve in order to reach our goals and desires.

NOTE: Not everyone’s ideologies are identical

. a. ______________________________________ In America , typical ideologies are: ________________________________________ “Freedom,” “Equalit y,” “Democracy,” “_________________________________” ________________________________________ “_________________________________” b. What are some ideologies under which Blaine High School operates?

STAFF Principa l STUDENTS Freshmen

Police Liaison Officer Teachers Sophomores Juniors Head Custodia n

Seniors

4. 2.In addition, Blaine High School, li ke all comm unities, operates in a particular

social structure

. This refers to diff erent social groups that possess diff erent levels of power in a comm unity. Those groups with the most power are at the top of the

“social ladder.”

Those with the least power are at the bott om. 3. Try plotting some

Most powe r Least powe r

Looking at comm unity

Mockingbi rd

/

groups

from the foll owing communities

AMERICAN SOCIETY

society in the story. / societies on the social ladder graphs below.

Most powe r Least powe r

from another perspective: the

“Marxist Lens.” BHS COMMUNITY

When we look at li terature through this lens, we analy ze the ideology and the social structure of the Characteristics of the

“Marxist Lens”:

Now let’s look at some im portant events in In order to understand

Mockingbi rd Mockingbi rd

through the

“Marxist Lens.”

from a Marxist perspective, we need to know something about life in the South during t he 1930s. Based on your study of that tim e period, and on our class discussions of lif e in Maycomb, summ arize what you know.

(continue d)

5.Remember, an ideology is a set of beli efs by which individuals or groups of people li ve their li ves. Think of some of the major events that have occurred in

Mockingbi rd

so far. Then, identify some ideologies that are represe nted in the novel, and give an example of an event in the story that ill ustrates that ideology.

Ideology in Mockingbir d

a. ______________________________________ b. ______________________________________ c. ______________________________________ d. ______________________________________

Example

a._____________________________________ b._____________________________________ c._____________________________________ d._____________________________________ Are there any other differing views of the world that are “at odds” with the beli efs li sted above? Explain.

6. The Marxist perspective pays a lot of attention to the social structures that give power to different groups in a community. Identify some of the “social groups” that are represented in

Mockingbird

. Plot some of the characters (who represent these groups) on the social ladder graph below.

Most power

7. In

Mockingbird

, there are many “power struggles” between pairs of characters. Identify some of these characters in conflict. What has the power and who doesn’t?

Conflict between: Has Power Has No Power Is this a

class

conflict?

a. a. b. b. c. c. 8.When we look at a story through the

“Marxist Lens,”

we pay attention to class conflicts, power struggles, and where we see

ourselves

in a particular social structure. On the diagram below, place an “X” where you see

yourself

in relation to the center of power and money. (#1 is the closest to the center of power and money; #5 is the most distant.)

2 5 4 3 1

9.To what degree do you think the location you cited above may have affected your reading of

Mockingbird

? Explain.

. Which character(s) in

Mockingbird

do you feel most closely represent where you are socially? Explain why you chose those character(s).

STOP HERE for further class discussion / clarificat ion before proceeding to #11.

11.Now that you have looked at

Mockingbird

through the

“Marxist Lens,”

try to turn the lens away from the novel and focus on your

own

life and experiences. Consider your own

conflicts

and

struggles

, the

ideologies

you hold and encounter in society, and your place in the

social structure

. Then, react to the following questions: a. What is my immediate response / first reaction to turning this lens on myself? b.

Finally, record some specific questions or insights that come to mind as you turn this lens onto your own beliefs and experiences.

Something New

On the Subway The boy and I face each other. His feet are huge, in black sneakers laced with white in a complex pattern like a a set of intentional scars. We are stuck on opposite sides of the car, a couple of molecules stuck in a rod of light rapidly moving through darkness. He has the casual cold look of a mugger, alert under hooded lids. He is wearing red, like the inside of the body exposed. I am wearing dark fur, the whole skin of an animal taken and used. I look at his raw face, he looks at my fur coat, and I didn't know if I am in his power— he could take my coat so easily, my briefcase, my life— or if he is in my power, the way I am living off his life, eating the steak he does not eat, as if I am taking the food from his mouth. And he is black and I am white, and without meaning or trying to I must profit from his darkness, the way he absorbs the murderous beams of the nation's heart, as black cotton absorbs the heat of the sun and holds it. There is no way to know how easy this white skin makes my life, this life he could take so easily and break across his knee like a stick the way his own back is being broken, the rob of his soul that at birth was dark and fluid and rich as the heart of a seedling ready to thrust up into any available light.

- Sharon Olds

“On the Subway” from Four Perspectives

1.

2.

“On the Subway,” by Sharon Ol ds The Feminist Lens

Read the poem aloud in your group. Using the theory cards, glossaries and any other information that you have, please summarize what you think it means to apply a feminist lens to a text.

“On the Subway,” by Sharon Olds

3. As a group, underline lines that are particularly relevant to a feminist reading. 2.

4. As a group, complete this sentence (more than one meaning statement might result). apply a reader-response lens to a text. Based on a feminist reading, we think the poem means 3.

4.

5.

The Reader-Response Lens

Have each person list the personal qualities and/or personal experiences that are relevant to the poem. those personal experiences.

“On the Subway,” by Sharon Olds The Formalist or New Critical Lens

1.

Read the poem aloud in your group. 2.

Using the theory ca rds, glossaries, and any other information that you have, please summarize what you think it means to apply a Marxist lens to a text. 3.

4.

5.

apply a formalist lens to a text. employs to convey her meaning. Underline lines that contain those poetic devices. As a group, complete this sentence (more than one meaning statement might result). Based on a formalist analysis we think the poem means because Have each person in the group complete the following sentence: 1.

Read the poem aloud in your group. 3.

4.

because

“On the Subway,” by Sharon Olds

Marxist reading.

The Marxist Lens

As a group , underline lines that are particularly relevant to a As a group, complete this sentence (more than one meaning statement might result). Based on a Marxist reading, we think the poem means Based on my own reading, I think the po em means because

QuickTime™ and a Sorenson Video decompressor are needed to see this picture.

QuickTime™ and a Sorenson Video decompressor are needed to see this picture.

QuickTime™ and a Sorenson Video decompressor are needed to see this picture.

QuickTime™ and a Sorenson Video decompressor are needed to see this picture.

Can We Use Critical Lenses to Read the World?

“Yes, it helps a lot to try to analyze things from different perspectives.” “Yes, texts are used every day and everywhere to influence us and reinforce ideas of society.”

“Yes, it gives us many perspectives on the same thing. It basically makes it possible to see more than just the obvious.”

“Yes, but it’s too much work; almost anything can be looked at through a critical lens.”

“Yes, they are necessary “Yes, but not every and varied messages day.” thing in the world should be critically viewed. We need to be able to use lenses but not to over analyze.”

“No, we cannot use the critical lens to read the world. We must endure what we are in. By analyzing too much, the feeling we have is sucked out.”

”Yes, but we can’t focus on one lens or over-analyze everything, or we will not get anything done.”

“No. We can use critical we read in the world, but we read at face value first. When we read, we subconsciously use lenses anyway.”

“Yes, although it can be carried away. It is necessary so you don’t buy in to stereotypes and products that would be fulfilling false stereotypes.” “Yes, you have to, because nothing is ever direct, you always have to read between the lines to get the entire message.” “Yes, we often use multiple ones every day; however, looking at only one at a time can lead to seeing a muted view of what is happening.” “Yes, but it may be overwhelming if you do it all the time. I do think we do it a lot without knowing it.”

“Yes, in a complex world where groups and individuals are vying for power, it is important to analyze the interests of the creators of media that form culture.”

Deborah Appleman Carleton College [email protected]

Handouts for this presentation can be accessed at http://www.acad.carleton.edu/curricular/ educ/faculty/Appleman/index.html