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| Main Author: | |
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| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidad Iberoamericana, Ciudad de México
2023
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| Subjects: | |
| Online Access: | https://www.redalyc.org/articulo.oa?id=27074103015 https://www.redalyc.org/journal/270/27074103015/ https://www.redalyc.org/journal/270/27074103015/html/ https://www.redalyc.org/journal/270/27074103015/27074103015.epub https://www.redalyc.org/journal/270/27074103015/movil https://doi.org/10.48102/rlee.2023.53.2.559 |
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| _version_ | 1866815386483163136 |
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| author | Thorsten Merse |
| author_facet | Thorsten Merse |
| contents | “Compairing [sic] a girl to a summers day is gay” – Que(e)rying EFL learners’ engagement with Shakespeare’s Sonnet 18 and contemporary YA fiction Thorsten Merse Lotta König Educación Hetero Shakespeare normalization literature pedagogy young adult fiction This paper presents qualitative research findings from a literature-focused classroom project in which EFL (English as a foreign language) learners engage queerly with Shakespeare’s famous Sonnet 18 “Shall I compare thee to a summer’s day” and Patrick Ness’ young adult (YA) fiction narrative Different for Boys. This project was carried out at a German secondary school (Gymnasium) with a year 11 upper-level class of advanced English. The central rationale of this project – informed by a theoretical basis of literary studies, EFL pedagogy, and queer theory – was to retrace how far the learning processes of students concerning these two texts may validate, irritate or dissipate heteronormative literary readings and interpretations, which are framed here as ‘hetero-normalization’. The results show that a queer focus can draw all learners into critical and committed literary interpretations – with each learner displaying highly individual negotiations located between upfront queer visibility and continued ‘hetero-normalization’. 2023 artículo científico 0185-1284 https://www.redalyc.org/articulo.oa?id=27074103015 https://www.redalyc.org/journal/270/27074103015/ https://www.redalyc.org/journal/270/27074103015/html/ https://www.redalyc.org/journal/270/27074103015/27074103015.epub https://www.redalyc.org/journal/270/27074103015/movil https://doi.org/10.48102/rlee.2023.53.2.559 en http://www.redalyc.org/revista.oa?id=270 Revista Latinoamericana de Estudios Educativos (México) application/pdf Universidad Iberoamericana, Ciudad de México Revista Latinoamericana de Estudios Educativos (México) (México) Num.2 Vol.LIII |
| format | Artículo científico |
| id | redalyc_27074103015 |
| language | en |
| publishDate | 2023 |
| publisher | Universidad Iberoamericana, Ciudad de México |
| spellingShingle | “Compairing [sic] a girl to a summers day is gay” – Que(e)rying EFL learners’ engagement with Shakespeare’s Sonnet 18 and contemporary YA fiction Thorsten Merse Educación Hetero Shakespeare normalization literature pedagogy young adult fiction “Compairing [sic] a girl to a summers day is gay” – Que(e)rying EFL learners’ engagement with Shakespeare’s Sonnet 18 and contemporary YA fiction Thorsten Merse Lotta König Educación Hetero Shakespeare normalization literature pedagogy young adult fiction This paper presents qualitative research findings from a literature-focused classroom project in which EFL (English as a foreign language) learners engage queerly with Shakespeare’s famous Sonnet 18 “Shall I compare thee to a summer’s day” and Patrick Ness’ young adult (YA) fiction narrative Different for Boys. This project was carried out at a German secondary school (Gymnasium) with a year 11 upper-level class of advanced English. The central rationale of this project – informed by a theoretical basis of literary studies, EFL pedagogy, and queer theory – was to retrace how far the learning processes of students concerning these two texts may validate, irritate or dissipate heteronormative literary readings and interpretations, which are framed here as ‘hetero-normalization’. The results show that a queer focus can draw all learners into critical and committed literary interpretations – with each learner displaying highly individual negotiations located between upfront queer visibility and continued ‘hetero-normalization’. 2023 artículo científico 0185-1284 https://www.redalyc.org/articulo.oa?id=27074103015 https://www.redalyc.org/journal/270/27074103015/ https://www.redalyc.org/journal/270/27074103015/html/ https://www.redalyc.org/journal/270/27074103015/27074103015.epub https://www.redalyc.org/journal/270/27074103015/movil https://doi.org/10.48102/rlee.2023.53.2.559 en http://www.redalyc.org/revista.oa?id=270 Revista Latinoamericana de Estudios Educativos (México) application/pdf Universidad Iberoamericana, Ciudad de México Revista Latinoamericana de Estudios Educativos (México) (México) Num.2 Vol.LIII |
| title | “Compairing [sic] a girl to a summers day is gay” – Que(e)rying EFL learners’ engagement with Shakespeare’s Sonnet 18 and contemporary YA fiction |
| topic | Educación Hetero Shakespeare normalization literature pedagogy young adult fiction |
| url | https://www.redalyc.org/articulo.oa?id=27074103015 https://www.redalyc.org/journal/270/27074103015/ https://www.redalyc.org/journal/270/27074103015/html/ https://www.redalyc.org/journal/270/27074103015/27074103015.epub https://www.redalyc.org/journal/270/27074103015/movil https://doi.org/10.48102/rlee.2023.53.2.559 |