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y separately published work icon Approaches to Teaching Coetzee's Disgrace and Other Works anthology   criticism  
Issue Details: First known date: 2014... 2014 Approaches to Teaching Coetzee's Disgrace and Other Works
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AbstractHistoryArchive Description

'The novels of the South African writer J. M. Coetzee won him global recognition and the Nobel Prize in Literature in 2003. His work offers substantial pedagogical richness and challenges. Coetzee treats such themes as race, ageing, gender, animal rights, power, violence, colonial history and accountability, the silent or silenced other, sympathy, and forgiveness in an allusive and detached prose that avoids obvious answers or easy ethical reassurance.' (Publication summary)

Contents

* Contents derived from the New York (City), New York (State),
c
United States of America (USA),
c
Americas,:Modern Language Association of America , 2014 version. Please note that other versions/publications may contain different contents. See the Publication Details.
Materials, Jane Poyner , single work criticism (p. 4-16)
Introduction : Teaching With/Out Authority, Laura Wright , single work criticism (p. 19-29)
Prologue: Why Not to Teach Coetzee, Rita Barnard , single work criticism (p. 31-42)
What Does It Mean to Teach The Lives of Animals or Disgrace?, Michael Bell , single work criticism (p. 43-48)
Horizons Not Only of Expectation : Lessons from In the Heart of the Country, Martina Ghosh-Schellhorn , single work criticism (p. 49-58)
Teaching Coetzee’s Subject : Waiting for the Barbarians and Disgrace, Stephen Clingman , single work criticism (p. 59-66)
Coetzee’s Other Other : An Existential Approach to Teaching Disgrace, Erik Grayson , single work criticism (p. 67-72)
Reading Coetzee’s Worldliness, Johan Geertsema , single work criticism (p. 73-79)
Teaching the Critique of Romanticism and Empire in Disgrace, Pieter Vermeulen , single work criticism (p. 80-85)
Teaching Coetzee, Then and Now, David Attwell , single work criticism (p. 87-95)
[From] Whom This Writing Then?” Politics, Aesthetics, and the Personal in Coetzee’s Age of Iron, Andrew Van Der Vlies , single work criticism (p. 96-104)
Refusing Adamastor : Lucy Lurie and “White Writing” in Disgrace, Louise Bethlehem , single work criticism (p. 105-111)
Countering Context : Teaching Disgrace in the New South Africa, Gerald Gaylard , single work criticism (p. 112-116)
Teaching Coetzee and Australia, Elleke Boehmer , single work criticism (p. 117-122)
Teaching Coetzee’s American Contexts; or, How I Teach America — and Africa — in Cullowhee, North Carolina, Laura Wright , single work criticism (p. 123-129)
Teaching Disgrace at the University of Cape Town, Carrol Clarkson , single work criticism (p. 131-138)
Pedagogies of Discomfort : Teaching Coetzee’s The Lives of Animals, Wendy Woodward , single work criticism (p. 139-145)
Open to Interpretation : Politics and Allegory in Coetzee’s Waiting for the Barbarians, Robert Spencer , single work criticism (p. 146-151)
Who’s Appropriating Whose Voice in Coetzee’s Life & Times of Michael K?, Patricia Merivale , single work criticism (p. 152-159)
Biopolitical Coetzee; or, “The Will to Be Against”, Keith Leslie Johnson , single work criticism (p. 160-166)
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Publication Details of Only Known VersionEarliest 2 Known Versions of

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Works about this Work

[Review] Approaches to Teaching Coetzee's Disgrace and Other Works Kelly Hewson , 2019 single work review
— Appears in: Ariel , April - July vol. 50 no. 2-3 2019; (p. 245-248)
— Review of Approaches to Teaching Coetzee's Disgrace and Other Works 2014 anthology criticism 'Laura Wright, Jane Poyner, and Elleke Boehmer’s Approaches to Teaching Coetzee’s Disgrace and Other Works includes contributions that were selected based on a global questionnaire sent to university teachers; twenty-seven responded and twelve are included in the collection. As Poyner indicates in the volume’s first section, “Materials,” the bulk of the contributors are from South Africa, the United Kingdom, and the United States (3). Readers are not privy to how and where the questionnaire was distributed, for how long a period it was available, or the questions it posed, and some of us may be left wondering why a volume published under the banner of the Modern Language Association’s “Approaches to Teaching World Literature” series did not try harder to extend its reach.' (Introduction)
[Review] Approaches to Teaching Coetzee's Disgrace and Other Works Kelly Hewson , 2019 single work review
— Appears in: Ariel , April - July vol. 50 no. 2-3 2019; (p. 245-248)
— Review of Approaches to Teaching Coetzee's Disgrace and Other Works 2014 anthology criticism 'Laura Wright, Jane Poyner, and Elleke Boehmer’s Approaches to Teaching Coetzee’s Disgrace and Other Works includes contributions that were selected based on a global questionnaire sent to university teachers; twenty-seven responded and twelve are included in the collection. As Poyner indicates in the volume’s first section, “Materials,” the bulk of the contributors are from South Africa, the United Kingdom, and the United States (3). Readers are not privy to how and where the questionnaire was distributed, for how long a period it was available, or the questions it posed, and some of us may be left wondering why a volume published under the banner of the Modern Language Association’s “Approaches to Teaching World Literature” series did not try harder to extend its reach.' (Introduction)
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Last amended 10 Feb 2021 11:21:56
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