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Ariadne Pfad:

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Titel
Pedagogy of description. Projective reading and the ethics of interpretation
Autor
Originalveröffentlichungon education. Journal for research and debate 3 (2020) 9, 7 S. ZDB
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2571-7855; 25717855
SpracheEnglisch
Erscheinungsjahr
Begutachtungsstatus(Verlags-)Lektorat
Abstract (Englisch):This essay limns critique's use of selective or even misleading description to advance ideological commitments, often without drawing explicit attention to those commitments. It posits that this style is especially attractive to identity-based modes of critique that, rather than take an oppositional approach to reading (e.g., reading "against the grain"), enforce a self-identity between the critic and her object. Against this trend, the essay advocates a pedagogy of description that hones the ethics of interpretation at the point of writing about an object's alterity. It focuses on a graduate seminar experience of teaching ekphrasis first through an assigned reading and then through a writing exercise completed in an actual museum space. Students' frustration with a critic's description of certain art works became an opportunity to reflect on their own commitment to writing about objects with care. Building out from that experience, the essay shows how ethics animates post-critique's embrace of wonder and surprise - in teaching as much as in writing. (DIPF/Orig.)
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Eintrag erfolgte am14.05.2024
QuellenangabeNishikawa, Kinohi: Pedagogy of description. Projective reading and the ethics of interpretation - In: on education. Journal for research and debate 3 (2020) 9, 7 S. - URN: urn:nbn:de:0111-pedocs-230807 - DOI: 10.25656/01:23080; 10.17899/on_ed.2020.9.4
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