Motives for metaphor : literacy, curriculum reform, and the teaching of English
Author(s)
Bibliographic Information
Motives for metaphor : literacy, curriculum reform, and the teaching of English
（Pittsburgh series in composition, literacy, and culture）
University of Pittsburgh Press, c1999
- : pbk
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Note
Bibliography: p. 233-247
Includes index
Description and Table of Contents
- Volume
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ISBN 9780822940937
Description
Suggests that teachers of composition, literature and creative writing can still build a shared pedagogical project, but only through transforming the very structure and purpose of the English department curriculum. This text shows what such a transformation might consist of in the years ahead.
- Volume
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: pbk ISBN 9780822956921
Description
Despite urgent calls for reform, composition, literature, and creative writing, remain territorial, competitive fields. This book imagines ways in which the three English camps can reconnect. Seitz contends that the study of metaphor can advance curriculum reform precisely because of its unusual institutional position. By pronouncing equivalence in the very face of difference, metaphor performs an irrational discursive act that takes us to the nexus of textual, social, and ideological questions that have stirred such contentious debate in recent years over the function of English studies itself. As perhaps the most radical (yet also quotidian) means by which language negotiates difference, metaphor can help us to think about the politics of identification and the curricular movements such a politics has inspired.
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