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What if humanity’s primary inventions were not the Hero’s spear but rather a basket of wild oats, a medicine bundle, a story. Ursula K. Le Guin’s 1986 essay The Carrier Bag Theory of Fiction presents a feminist story of technology that centres on the collective sustenance of life, and reimagines the carrier bag as a tool for telling strangely realistic fictions. New writings and images respond to Le Guin’s narrative practice of worldmaking through gathering and holding. 

With contributions by Sophia Al-Maria, Season Butler, Federico Campagna, Dorothee Elmiger, Laurel Halo, Ursula K. Le Guin, Taylor Le Melle, Enis Maci, Nisha Ramayya, Leanne Betasamosake Simpson, Sin Wai Kin fka Victoria Sin, Himali Singh Soin, Jenna Sutela and Anna Tsing

Art --- fiction [general genre] --- Guin, Le, Ursula K.

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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

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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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Fantasy literature, often derided as superficial and escapist, is one of the most popular and enduring genres of fiction worldwide. It is also—perhaps surprisingly—thought-provoking, structurally complex, and relevant to contemporary society, as the essays in this volume attest. The scholars, teachers, and authors represented here offer their perspectives on this engaging genre. Within these pages, a reader will find a wealth of ideas to help teachers use these texts in the classroom, challenging students to read fantasy with a critical eye. They employ interdisciplinary, philosophical, and religious lenses, as well as Marxist and feminist critical theory, to help students unlock texts. The books discussed include epic fantasy by such authors as Tolkien and Le Guin, children’s fantasy by Beatrix Potter and Saint-Exupéry, modern fantasy by Rowling and Martin, and even fairy tales and comic books. The contributors offer provocations, questioning the texts and pushing the boundaries of meaning within the fantasy genre. And in doing so, they challenge readers themselves to ponder these tales more deeply. But through each of these chapters runs a profound love of the genre and a respect for those who produce such beautiful and moving stories. Furthermore, as with all the books in this series, this volume is informed by the tenets of critical pedagogy, and is focused on re-envisioning fantasy literature through the lens of social justice and empowerment. Prepare to be challenged and inspired as you read these explorations of a much-loved genre.

Teaching --- fantasy --- onderwijs --- opvoeding --- Guin, Le, Ursula K. --- Potter, Beatrix --- Saint-Exupéry, de, Antoine --- Tolkien, J.R.R. --- Rowling, J.K. --- 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