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크리티컬 리터러시 기반의 영문학 강의 콘텐츠 개발: 오만과 편견 과 패러디 텍스트를 중심으로
조지현(Ji Hyun Cho),조희정(Heejeong Cho) 한국영미문학교육학회 2016 영미문학교육 Vol.20 No.3
This paper aims at developing specific teaching methods and practices that can be utilized in the English literature classroom, using theories based on critical pedagogy. Critical literacy, which applies the important concepts of critical pedagogy to literary eduction, provides specific questions for delving into literary texts. In a classroom that educates critical literacy, students no longer remain as merely passive recipients of the teacher’s instruction; rather, students perform an active role in a discussion-oriented classroom and foster the ability to read texts in critical and creative ways. Especially, parody texts can function as effective material in teaching students to attain critical literacy. Parody texts tend to encourage students to engage in an in-depth examination of the original text, as their differences from the original text raise interesting issues that can be addressed in relation to social/historical contexts. For example, Pride and Prejudice and Zombies and Bridget Jones’s Diary both re-write Jane Austen’s Pride and Prejudice in their own ways and reveal important points in revisiting central themes and problems of the original text. Among those, this paper focus on gender roles, the institution of marriage, and social class, suggesting the ways in which the teacher can lead students to compare and contrast the texts. Students are expected to approach critically important issues such as the representation of the ideal woman, the meaning of marriage, and socially constructed tastes of the past and the present. Also, they may further develop their understanding by producing their own re-writes of Pride and Prejudice in diverse ways, responding actively to the social problems that surround their lives.
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