This article presents a three-stage critique of the “schools approach” to teaching literary theory at the undergraduate level. First, it demonstrates the continued dominance of this approach both in teaching programs and in the textbook literature. Second, it discusses the approach's pedagogical shortcomings. Third, it presents a teaching approach better suited to encourage active theoretical reflection.
Skip Nav Destination
Jesper Gulddal; Beyond the Schools Approach: Chronological and Thematic Course Designs for Teaching Literary Theory. Pedagogy 1 October 2016; 16 (3): 393–412. doi: https://doi.org/10.1215/15314200-3600765
Download citation file: