Abstract
Entering the two classroom worlds in the Netherlands and Australia provides a window into the problems, possibilities, and practices in engaging students in literature in ways that shift significantly from standard literary practices in schools. Though worlds apart, they explore territory that stake new claims, pose new questions, and point the way forward. Both take teacher and student learning seriously. They attend to them judiciously. But they are not the same. They share common goals for literature teaching, but each comes to the pedagogy and curriculum in ways that differ significantly.
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Kooy, M. (2011). Reading the Word and the World. In: Ven, PH.v.d., Doecke, B. (eds) Literary Praxis. Pedagogy, Education and Praxis, vol 5. SensePublishers. https://doi.org/10.1007/978-94-6091-586-4_13
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DOI: https://doi.org/10.1007/978-94-6091-586-4_13
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