«While there are many published accounts of approaches to teaching literature, research on the role of reader in relation to texts, multicultural approaches to teaching literature, and critical and theoretical criticism of literature, I know of no book that provides a focused and historical discussion and presents a previously untapped focus on the centrality of pedagogy in the debates concerning the values and purposes of literature education. Reading The World, The Globe, and the Cosmos delves into the heart of how literature education has come into being as a school subject, but one that has a contested and complex history of purpose and value.» (Ruth Vinz, Teachers College, Columbia University) «Reading the world, the globe and the cosmos combines important historical and philosophical analysis with normative perspectives to teaching Literature for the twenty-first century. It recovers a vital role for Literature pedagogy in our time by inviting us to consider its essential connections to hospitality and hospitable ways of engaging the other.» (Yolanda Sealey-Ruiz, Teachers College, Columbia University) «While there are many published accounts of approaches to teaching literature, research on the role of reader in relation to texts, multicultural approaches to teaching literature, and critical and theoretical criticism of literature, I know of no book that provides a focused and historical discussion and presents a previously untapped focus on the centrality of pedagogy in the debates concerning the values and purposes of literature education. Reading The World, The Globe, and the Cosmos delves into the heart of how literature education has come into being as a school subject, but one that has a contested and complex history of purpose and value.» (Ruth Vinz, Teachers College, Columbia University) «Reading the world, the globe and the cosmos combines important historical and philosophical analysis with normative perspectives to teaching Literature for the twenty-first century. It recovers a vital role for Literature pedagogy in our time by inviting us to consider its essential connections to hospitality and hospitable ways of engaging the other.» (Yolanda Sealey-Ruiz, Teachers College, Columbia University)
