COMPARATIVE LITERATURE CLASSES IN HIGHER EDUCATION. A CASE STUDY
Keywords:comparativeliterature, studentsâ€™ perceptions, active learning, motivation, higher education
The study of comparative literature is a major component of the
Philology curriculum in higher education in Romania. As the main
objectives of the comparative courses and seminars are crosscultural
and interdisciplinary aspects of literature, students may have
difficulty in dealing with comparative literature issues. The article
aims to investigate Philology studentsâ€™ perceptions of comparative
literature classes from various angles, such as syllabus content,
teaching methods and strategies used during courses and seminars,
and learnersâ€™ awareness of the role of comparative literature in
developing their cultural knowledge and critical thinking. The
analysis of these perceptions may serve as a good starting point for
designing effective comparative literature classes, helping instructors
in their endeavour to give students a better understanding and
appreciation of this academic subject.
Brumfit, C. J., Carter, R., (1986). Literature and Education. In Brumfit, C.
J., Carter, R. (eds) Literature and Language Teaching. Oxford: Oxford
Carter, R., Long, N. M. (1991). Teaching Literature. Harlow: Longman.
Carter, R., McRae, J. (eds) (1996). Language, Literature and the Learner:
Creative Classroom Practice. Harlow: Longman.
Cao, S. (2013). The Variation Theory of Comparative Literature. Berlin,
DomÃnguez, C., Saussy, H., Villanueva, D. (2015).Introducing
Comparative Literature: New Trends and Applications. London, New York:
Galik, M. (2003). Interliterariness as a Concept in Comparative Literature.
In TÃ¶tÃ¶sy de Zepetnek, S. (ed.) Comparative Literature and Cultural
Studies. Lafayette, Indiana: Purdue University Press.
Huber, M. T. (2015). Integrative learning in US higher education: where
weâ€™ve been; where weâ€™re going. In Integrative Learning: International
Research and Practice. London, New York: Routledge, Taylor & Francis
Lazar, G. (1993). Literature and Language Teaching. Cambridge:
Cambridge University Press.
Retallack, J., Spahr, J. (2006). Why Teach Contemporary Poetries?. In
Retallack, J., Spahr, J. (eds) Poetry and Pedagogy: The Challenge of the
Contemporary. New York, Basingstoke: Palgrave Macmillan.
Saussy, H. (2006). Exquisite Cadavers Stitched from Fresh Nightmares: Of Memes, Hives and Selfish Genes. In Saussy, H. (ed.) Comparative Literature in an Age of Globalization. Baltimore: The Johns Hopkins University Press.
Scollon, R., Scollon, S. (2002).How to Teach Thematic Comparative
Literature. A Curriculum Note for Secondary Teachers.
http://www.ankn.uaf.edu/curriculum/AxeHandleAcademy/axe/complit.pdf,retreived on 20th October, 2016.
Virk, T. (2003). Comparative Literature versus Comparative Cultural
Studies. In CLCWeb: Comparative Literature and Culture 5.4. Purdue
eb, retreived on 20th October, 2016.