영미문학교육과 "비판적 페다고지"-21세기 비판적 어문교육을 위한 시론(試論)

• 영문명: English Literary Education and "Critical Pedagogy": Towards the 21st-century Critical Language and Literature Education
• 발행기관: 한국영미문학교육학회
• 저자명: 정정호(Chung Ho Chung)
• 간행물 정보: 『영미문학교육』영미문학교육 제8집 2호, 247~284쪽, 전체 38쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2004.12.01

영문 초록

This essay is an attempt to incorporate "critical pedagogy" into English literary education and propose a critical English language and literature education in the university English classroom for the 21st century. I explore the recent attention to English literature in the field of language and literature education. French post-structuralist philosopher Gilles Deleuze-an empiricist and plurist-values the Anglo-American tradition for its experimental qualities, multiplicitous hybridity, and most importantly, transformation into becoming. He contends that the Anglo- American literature is superior to any Western literature because of its traits, among others, of rhizome, nomadity, body without organs, deterritorization. In tandem, these characteristics are closely related to reflection, interference, transgression, resistance and critique. Deleuzian fascination of the Anglo-American literature prompts us to apply" critical pedagogy" in teaching English literature. Accordingly, we should consider incorporating the superiority of the Anglo-American literature into all levels of English literary education. Paulo Freire, a prominent Brazilian philosopher of popular education, initiated "critical pedagogy" which strongly argues that every student is capable of looking critically at advanced capitalist and technological society in a dialogical encounter with others. "Critical pedagogy" empowers students as critical citizens who can perceive and consequently deal with their personal and social reality and the world. As university teachers of Anglo- American literature. we should inculcate this critical consciousness in students' mind in and out of the classroom. The English professors in Korea are, on a fundamental level. all the teachers of English as a foreign language(EFL). In addition to teaching English grammar and structure, translation and interpretation, we EFL teachers should italicize how English language is used to structure expectation, participation and exclusion in our society and world outside. By equipping our students with social advocacy and critical thinking, the EFL pedagogy in the English literature classroom will better prepare them for a social world of the 21st century. As critical intellectuals, we should create a cultural politics of English literary education through critical pedagogy, critical language education, and critical EFL pedagogy.

목차

들어가며

1. 비판과 해체의 문화정치학: 마르크스, 데리다 그리고 사이드의 유령 불러오기

2. 왜 "영미문학"인가?: 영국 경험주의와 영미문학의 우수성

3. "비판적 페다고지"의 "시작": 파울로 프레리, 헨리 지로우, 벨 훅스

4. "담론분석"과 비판언어교육의 실천: 페어클라우프와 알렌 듀런트/나이젤 팹

5. 비판적 ESL 페다고지: 브라이언 D. 모건

나가며

참고문헌

Abstract