The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower

Autores
Porto, Melina; Zembylas, Michalinos
Año de publicación
2022
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.
Fil: Porto, Melina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentina
Fil: Zembylas, Michalinos. Open University Of Cyprus; Chipre
Materia
LITERATURE
SENTIMENTAL BIOPOWER
TRAUMA
LITERATURE
SYLLABUS DESIGN
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/212986
Acceder
id CONICETDig_59014c5bee1c0b1af33a338d87895651
oai_identifier_str oai:ri.conicet.gov.ar:11336/212986
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental BiopowerPorto, MelinaZembylas, MichalinosLITERATURESENTIMENTAL BIOPOWERTRAUMALITERATURESYLLABUS DESIGNhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.Fil: Porto, Melina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; ArgentinaFil: Zembylas, Michalinos. Open University Of Cyprus; ChipreCastledown2022-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/212986Porto, Melina; Zembylas, Michalinos; The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower; Castledown; Intercultural Communication Education; 5; 3; 12-2022; 86-1042209-1041CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://castledown.online/reference/ice-v5n3-669/info:eu-repo/semantics/altIdentifier/doi/10.29140/ice.v5n3.669info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:32:35Zoai:ri.conicet.gov.ar:11336/212986instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:32:35.456CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
title The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
spellingShingle The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
Porto, Melina
LITERATURE
SENTIMENTAL BIOPOWER
TRAUMA
LITERATURE
SYLLABUS DESIGN
title_short The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
title_full The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
title_fullStr The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
title_full_unstemmed The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
title_sort The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
dc.creator.none.fl_str_mv Porto, Melina
Zembylas, Michalinos
author Porto, Melina
author_facet Porto, Melina
Zembylas, Michalinos
author_role author
author2 Zembylas, Michalinos
author2_role author
dc.subject.none.fl_str_mv LITERATURE
SENTIMENTAL BIOPOWER
TRAUMA
LITERATURE
SYLLABUS DESIGN
topic LITERATURE
SENTIMENTAL BIOPOWER
TRAUMA
LITERATURE
SYLLABUS DESIGN
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.
Fil: Porto, Melina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentina
Fil: Zembylas, Michalinos. Open University Of Cyprus; Chipre
description In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.
publishDate 2022
dc.date.none.fl_str_mv 2022-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/212986
Porto, Melina; Zembylas, Michalinos; The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower; Castledown; Intercultural Communication Education; 5; 3; 12-2022; 86-104
2209-1041
CONICET Digital
CONICET
url http://hdl.handle.net/11336/212986
identifier_str_mv Porto, Melina; Zembylas, Michalinos; The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower; Castledown; Intercultural Communication Education; 5; 3; 12-2022; 86-104
2209-1041
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://castledown.online/reference/ice-v5n3-669/
info:eu-repo/semantics/altIdentifier/doi/10.29140/ice.v5n3.669
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Castledown
publisher.none.fl_str_mv Castledown
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1844612994828337152
score 13.070432

Publicaciones similares