The purposes of this paper are to investigate Taiwanese undergraduate students' responses to a selected fictional text, and to propose a critical intercultural pedagogical approach of reading global literature in the EFL educational context based on the insights from the research findings. The authors first critically analysed Xiaolu Guo's third…

In today's increasingly diverse classrooms, it is essential for educators to provide students with the tools, dialogue, and experiences that will help them to know and understand the global village in which they live and also build their compassion, empathy, and appreciation for the diverse individuals and cultures who populate it. This book shows…

Examines testimonies of teachers to determine how and by whom a teacher/scholar's authority is defined in the teaching of texts of different cultures. Looks at how teachers make themselves invisible and discusses some of the ways in which pedagogy and scholarship demand or allow for this (in)visibility through concealment or disclosure of personal…

An effective way to expand students' knowledge and enjoyment of noncanonical, or at least unfamiliar, works is by using more familiar works as benchmarks. For example, in a sophomore-level world literature survey course, students have already read a large part of the "Iliad" and all of the "Odyssey" when they are asked to study…

States that to combat the media onslaught, teachers need to teach their students to be aware of, to evaluate, and to become literate in their understanding and their deployment of the media. Describes strategies used to teach a course in world literature for gifted 12th graders which uses the mass media to impart a multicultural viewpoint. (PA)

Outlines the contents of a college level literature survey course that emphasizes world literature relative to Canadian multiculturalism. (AEA)

Explains how a teacher's trip to Africa reinforced his commitment to a multicultural literature program. Recommends several books that might be incorporated into thematically-driven multicultural units such as "traditional tales,""rites of passage/search for identity,""cultures colliding," and "colonialism and…

Describes an instructor's effort to make his world literature course multicultural through the integration of ancient Chinese fiction. Argues that instructors need not be experts in a culture before they are qualified to teach literature from it. Shows how free writing can help students and teachers connect with literature from different cultures.…

An innovative and practical resource for teachers looking to move beyond English and American works, this book explores 175 highly teachable short stories from nearly 50 countries, highlighting the work of recognized authors from practically every continent, authors such as Chinua Achebe, Anita Desai, Nadine Gordimer, Milan Kundera, Isak Dinesen,…

Examines the work of two "East-West" storytellers, six-year-old Navdeep (born in Britain into a Punjabi Sikh heritage family) and Salman Rushdie. Looks at Navdeep's "The Witch and the Gang" for its narrative competencies. Uses Rushdie's "Haroun and the Sea of Stories" as a means of contextualizing Navdeep's story. (TB)

This collection of essays deals with world literature. The essays are focused on four primary goals: to map the conceptual and cultural problems inherent in common educational approaches to the subject which sometimes see world literature as a metanarrative of Western culture; to suggest new genres and perspectives; to consider specific curricular…

This curriculum guide is designed to assist teachers in developing a world literature course exploring the modern literature of four cultures: North America, Latin America, the Middle East, and India. The course begins with the study of North America, the language, history, culture and religion and the literature resulting from those factors. By…

Following a brief, historical outline, the current activities of the International Youth Library (IYL) are described. The emphasis is on IYL's role in aiding children of immigrants and minorities to retain their cultural identities. (Author/CWM)

Grapples with the difficult task of helping students differentiate between "myth" as a false belief or lie and "myth" as a cultural phenomenon embedded in sophisticated systems of meaning and action. Outlines four goals for the world mythology unit that help explore this greater sophistication with ninth graders. Concludes that the unit helps…

The two-fold purpose of the conference reported in this document was to provide educators with assistance in introducing multicultural literature into their courses and programs, and to provide inspiration for continued efforts to internationalize the curriculum. The document contains the keynote speeches of David Abalos ("Multicultural…