Call for Book Chapters
Teaching English Literature in India: Pedagogy and Practice
Edited Volume: Dr Sangeetha Puthiyedath and Dr Salome Benhur
Due Date for Abstract June 30
English Literature is a popular course at the Graduate and Postgraduate levels in India. We also see a fairly large number of students in the English Literature Department who are pursuing their PhD. Apart from being a major focus area in Secondary School, Literature is also taught as part of the General English course to Graduate students who are specializing in Humanities, Commerce, Science, and Engineering. Quite often, the literary text is used as material to teach language as well. The question naturally arises as to the best pedagogical practices adopted by teaching faculty to teach literary texts in the classroom – both as material for teaching language and as part of a liberal arts course.
While, there is extensive study on teaching language and the pedagogical practices best suited for the same, there is very little scholarship available to guide teachers of literature. Teachers at various levels and situations adapt methodologies to suit their purpose. This constitute a wealth of undocumented classroom methods and practices that can prove to be invaluable to a new entrant to the field. This book is an attempt to draw from this untapped wealth of knowledge available in the literature classroom.
As indicated in the title, we envisage this volume to have two sections focussing on theory and practice. We invite papers, which focus on the theoretical aspects of teaching literature as well as those focussing on pedagogical practices and the challenges faced by teachers in the literature classroom.
Currently various courses – Indian Writing in English, Literatures in Translation, Post-colonial Literature, Gender Studies, Dalit Literature, etc. are taught in India as part of the English Literature course. We are especially interested in classroom practices and observations of academicians who focus on these areas. The cultural gap that teachers face while teaching British literature or Caribbean literature, for instance, would be especially welcome. We also invite papers that deal with assessment and evaluation of literary courses especially under the CBCS (Choice based credit system) as well as the criterion followed by academicians who design their own literature syllabus. Any paper that explores the politics of literature as they affect the classroom and the approach of the faculty to address it would be an asset to this volume.
We invite abstracts of not more than 300 words by June 30th. Once accepted the full paper will be due by September 30th. Teaching English Literature: Pedagogy and Practice will be published by an International Publisher or University Press with an ISBN number.
Please send your abstracts/papers to email@example.com
English Literature Curriculum in India
Pedagogical practices in the Literature classroom
Rethinking the cannon
Challenges from within: Dalit and Feminist Literature
Teaching World Literature – Possibilities and Challenges
Multiculturalism in the literature classroom
Teaching Translated Texts: Issues and Challenges
Language versus Literature: Teaching English to the Science/Engineering students.
Critical Thinking and Literature
Social and Political responsibilities in Teaching Literature
Dilemma in practice of Teaching Literature
Challenges/ methods/methodologies in teaching and evaluating literature courses online
Please note that these are only suggested topics and any paper that falls within the purview of this volume will be considered.
Dr Sangeetha Puthiyedath
Department of Materials Development, Testing and Evaluation
The English and Foreign Languages University