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

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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 sen...

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Detalles Bibliográficos
Autor principal: Porto, Melina
Otros Autores: Zembylas, Michalinos
Formato: Artículo
Lenguaje:Inglés
Materias:
Literature
Sentimental biopower
Trauma
Syllabus design
Acceso en línea:https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17780/pr.17780.pdf
https://castledown.online/reference/ice-v5n3-669/
https://ri.conicet.gov.ar/handle/11336/212986
10.29140/ice.v5n3.669
Aporte de:Registro referencial: Solicitar el recurso aquí
Biblioteca BIBHUMA (FAHCE-UNLP) de Universidad Nacional de La Plata
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100 |a Porto, Melina  |u 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 
700 |a Zembylas, Michalinos  |u 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 
245 1 0 |a The Role of Literature in Intercultural Language Education  |b : Designing a Higher Education Language Course to Challenge Sentimental Biopower 
041 7 |2 ISO 639-1  |a en 
300 |a  p.86-104 
520 3 |a 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. 
653 |a Literature 
653 |a Sentimental biopower 
653 |a Trauma 
653 |a Literature 
653 |a Syllabus design 
856 4 0 |u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17780/pr.17780.pdf 
856 4 1 |u https://castledown.online/reference/ice-v5n3-669/ 
856 4 1 |u https://ri.conicet.gov.ar/handle/11336/212986 
856 |u 10.29140/ice.v5n3.669 
952 |u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.17780/pr.17780.pdf  |a MEMORIA ACADEMICA  |b MEMORIA ACADEMICA 
773 0 |7 nnas  |t Intercultural Communication Education.   |g Vol. 5 No. 3 (2022),86-104  |v 5  |l 3  |q 86-104  |d London : Castledown, 2022  |x ISSN 2209-1041 
542 1 |f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial 2.5 Argentina  |u https://creativecommons.org/licenses/by-nc/2.5/ar/ 

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