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Why did Kurt Vonnegut shun being labeled a writer of science fiction (SF)? How did Margaret Atwood and Ursula K. Le Guin find themselves in a public argument about the nature of SF? This volume explores the broad category of SF as a genre, as one that challenges readers, viewers, teachers, and scholars, and then as one that is often itself challenged (as the authors in the collection do). SF, this volume acknowledges, is an enduring argument. The collected chapters include work from teachers, scholars, artists, and a wide range of SF fans, offering a powerful and unique blend of voices to scholarship about SF as well as examinations of the place for SF in the classroom. Among the chapters, discussions focus on SF within debates for and against SF, the history of SF, the tensions related to SF and other genres, the relationship between SF and science, SF novels, SF short fiction, SF film and visual forms (including TV), SF young adult fiction, SF comic books and graphic novels, and the place of SF in contemporary public discourse. The unifying thread running through the volume, as with the series, is the role of critical literacy and pedagogy, and how SF informs both as essential elements of liberatory and democratic education.
Teaching --- science fiction --- graphic novels --- geletterdheid --- fantasy --- onderwijs --- Guin, Le, Ursula K. --- Vonnegut, Kurt [jr.] --- Atwood, Margaret --- Science fiction --- Speculative fiction --- Science --- Science stories --- Fiction --- Future, The, in literature --- Reference books.
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"The recognition and study of African American (AA) artists and public intellectuals often include Martin Luther King, Jr., and occasionally Booker T. Washington, W.E.B. DuBois, and Malcolm X. The literary canon also adds Ralph Ellison, Richard White, Langston Hughes, and others such as female writers Zora Neale Hurston, Maya Angelou, and Alice Walker. Yet, the acknowledgement of AA artists and public intellectuals tends to skew the voices and works of those included toward normalized portrayals that fit wellwithin foundational aspects of the American myths refl ected in and perpetuated by traditional schooling. Further, while many AA artists and public intellectuals are distorted by mainstream media, public and political characterizations, and the curriculum, several powerful AA voices are simply omitted, ignored, including James Baldwin. This edited volume gathers a collection of essays from a wide range of perspectives that confront Baldwin’s impressive and challenging canon as well as his role as a public intellectual. Contributors also explore Baldwin as a confrontational voice during his life and as an enduring call for justice.".
Teaching --- onderwijs --- Baldwin, James --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education
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