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Aggiungi al carrelloTaschenbuch. Condizione: Neu. Critical Approaches to Teaching the High School Novel | Reinterpreting Canonical Literature | Crag Hill (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2020 | Routledge | EAN 9780367584344 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.
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Aggiungi al carrelloTaschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This edited collection will turn a critical spotlight on the set of texts that has constituted the high school canon of literature for decades. By employing a set of fresh, vibrant critical lenses-such as youth studies and disabilities studies- that are often unfamiliar to advanced students and scholars of secondary English, this book provides divergent approaches to traditional readings and pedagogical practices surrounding these familiar works. By introducing and applying these interpretive frames to the field of secondary English education, this book demonstrates that there is more to say about these texts, ways to productively problematize them, and to reconfigure how they may be read and used in the classroom. 244 pp. Englisch.
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Aggiungi al carrelloCondizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Crag Hill is an associate professor of English Education at the University of Oklahoma, USA.Victor Malo-Juvera is an associate professor of English Education at the University of North Carolina Wilmington, USA.
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EUR 58,98
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Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This edited collection will turn a critical spotlight on the set of texts that has constituted the high school canon of literature for decades. By employing a set of fresh, vibrant critical lenses-such as youth studies and disabilities studies- that are often unfamiliar to advanced students and scholars of secondary English, this book provides divergent approaches to traditional readings and pedagogical practices surrounding these familiar works. By introducing and applying these interpretive frames to the field of secondary English education, this book demonstrates that there is more to say about these texts, ways to productively problematize them, and to reconfigure how they may be read and used in the classroom.