ANGLOPHONE LITERATURES IN THE FORMATION OF LITERATURE TEACHERS: RUPTURE OF THE CANON FROM LITERATURES OF THE GLOBAL SOUTH

Authors

  • Andrea Bibiana Puchmüller Profesora adjunta exclusiva, Cátedra de Literaturas Anglófonas, Departamento de Artes, Universidad Nacional de San Luis - Argentina. http://orcid.org/0000-0002-5683-2856

Keywords:

literature, literature teaching, Anglophone literature, Southern literature, decoloniality of knowledge

Abstract

The coloniality of knowledge imposes ways of replicating matrices, epistemologies and it positions us in the situation of repeaters of knowledge. Traditionally, Anglophone literatures have been addressed in Literature Teacher Training Colleges, from a eurocentric, canonical and monological perspective. The objective of this work is to justify a proposal for the study of Anglophone literatures in teacher training colleges supported on the one hand, in counter-colonial theories such as criticism of Orientalism, postcolonial theory, criticism of colonial discourse, afrocentrism and postcolonial feminisms; and on the other, in a corpus of Anglophone literatures of the global south (African, Asian, Caribbean and English and North American ethnic minorities), considered as subaltern or impure by the English colonial gaze.

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Author Biography

Andrea Bibiana Puchmüller, Profesora adjunta exclusiva, Cátedra de Literaturas Anglófonas, Departamento de Artes, Universidad Nacional de San Luis - Argentina.

Doctora en Letras, Universidad Nacional de Cuyo, Mendoza, Argentina. 

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Published

2019-12-30

How to Cite

Puchmüller, A. B. (2019). ANGLOPHONE LITERATURES IN THE FORMATION OF LITERATURE TEACHERS: RUPTURE OF THE CANON FROM LITERATURES OF THE GLOBAL SOUTH. Cenas Educacionais, 2(2), 134–149. Retrieved from https://revistas.uneb.br/index.php/cenaseducacionais/article/view/8024

Issue

Vol. 2 No. 2 (2019): 2nd HALF OF 2019

Section

Articles (Streaming)

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