지난 여정의 지도에서 내일을 보다:한국영미문학교육학회 30년, 드라마 교육 분야 성과와 전망

박정만 한국영미문학교육학회 2022 영미문학교육 Vol.26 No.2

The Korean Society for Teaching English Literature (KSTEL), founded in August 1992, celebrates its 30th anniversary this year in 2022. At this point, it will be meaningful to look back and reflect on the past journey of KSTEL and to anticipate and prepare for the future. For this purpose, ‘archiving’ academic achievements of KSTEL so far is a course that must be taken in preparation for the future, and will be a necessary step at this moment of time when the past and the present meet and, at the same time, the present encounters the future. This paper aims to survey the ‘English drama education’ articles published in The Journal of Teaching English Literature of KSTEL from the first issue in 1996 to the 2021 winter issue, and to track changes and trends in pedagogy as well as research methodology and themes during the period. In addition, while commemorating the 30th anniversary of KSTEL, it also intends to serve the purpose of ‘archiving’ the scholarly research and achievements in English drama education papers published in The Journal of Teaching English Literature, as a work of looking back on the past journey of KSTEL and subsequently creating a map for future travel.

문학과 문학교육의 의미 : 영미권의 문학교육 연구와 외국어로서의 영어교육(EFL)

이동환(Dong-hwan Lee) 한국영미문학교육학회 2012 영미문학교육 Vol.16 No.1

This article aims to draw pedagogical implications of English literature education under the EFL context by critically inquiring research trends on literature education in Anglophone academia. For the past sixty years, these trends narrow down to three salient viewpoints. First, a liberal education after World War II had focused on patriotism, logical thinking, and appreciations of something emotional in the textual grain. Second, the Civil Rights Movement and the subsequent Political Correctness have opened the way for reading against the textual grain. Third, literature education as a means of providing authentic language inputs for immigrants and adolescents has been stood out for the past twenty years. Since 2000, discussions about literature education has begun to leap over the limit of belles-lettres by comprising it under the larger boundary of literacy education in EFL context. In this vein, literacy does not strictly divide the text between literature and language education and the narrow boundary of text genres loses its validity. The learners can raise a sense of spontaneity so that they can creatively break apart many diverse means of communication from words to visual images and construct them on the basis of their own criteria. Thus, the meaning of literature can be defined as a relational web of diverse communicative means from which the learner can construct his or her own interpretations of the text.

영미시 교육과 영미시 활용 - 정의적, 인문학적, 영어교육적 관점을 통합한 영미시 교육 방법론

어도선(Do Seon Eur) 한국영미문학교육학회 2007 영미문학교육 Vol.11 No.1

  This paper aims at offering a range of practical ideas for incorporating the study of English poetry as a literary text and its use as a language resource into English poetry courses in Korea. Given that Humanistic Approach contributes in a significant way to enhancing EFL learners" learning in language and humanities, this paper attempts to integrate the affective sides of language learning into both English language learning and the pleasure of reading English poems. Explaining theories regarding benefits of using English poems, this paper shows how English poetry activities, when well organized and used, can promote both language and self in ways in which learners are encouraged to approach language learning with self-esteem and motivation highly elevated enough to work with their critical and creative powers freely. In presenting a wide variety of motivating activities ranged from the pre-reading and while-reading to the post-reading section that focus on both linguistic and humanistic approaches, this paper suggests a major paradigmatic shift in the field of English poetry studies in Korea. The shift, this paper argues, will usher in a mutually beneficial relationship between the study of English poetry as an end in itself and the use of English poetry as a rich language resource, which can be the most practical and at-hand way to cope with crisis in Humanities in Korea.

13-1호 필자 정보 및 게재논문 심사 경과 외

편집부 한국영미문학교육학회 2009 영미문학교육 Vol.13 No.1

한국 대학에서 영문학교육의 해체와 그 해체의 (불)가능성

김영훈(Younghoon Kim) 한국영미문학교육학회 2014 영미문학교육 Vol.18 No.1

The commercialization of higher education no longer surprises anyone. Contemporary capitalistic cultures and forces have transformed almost every aspect of Korean universities. This change radically dismantles the traditional authority and character of the humanities, once claimed as the sanctum of knowledge and the spirit of the modern university. While examining the capitalistic transformation of Korean universities, this article reviews what English studies in Korea faces as challenges. Over the course of the last twenty years many English departments in Korean universities drastically rebuilt their course curricula in order to strengthen practical English education. This curriculum reform was a convenient and arguably the most effective way of justifying the social functions and purposes of English studies in Korea. The consecutive deterioration of literary education in English studies, however, also raised concerns and disputes regarding the academic integrity and identity of English studies, while echoing with various discourses on the decline of the humanities in general. Then, what is the origin of the decline of the humanities or of the English department in Korea? And what can be a performative and rightful response to this crisis or change in English studies? What is the (im)possiblity of literary studies or literature in a society where the humanities simply fail to matter? This article attempts to answer these questions. After examining the contemporary challenges of English studies in Korea in a historical context, this essay introduces Jacques Derrida’s idea of the university to come. In doing so, it reformulates today’s challenges as a condition for constituting the university without condition, in which literary education re-defines and re-invents its meaning and existence.

아동문학과 퀴어

손향숙(Hyangsook Son) 한국영미문학교육학회 2012 영미문학교육 Vol.16 No.2

Queer novels in children’s literature have repeatedly asked “Who am I?” and “Where do I belong?,” around which questions children’s literature itself has revolved since its appearance in the 18th century. The first generation of queer children’s stories in 1970s and 1980s described homosexuality using images of disease and guilt. Gays were named queer in that they fell out of the normal, out of the accepted. Same sex orientation was considered as a “passing phase” which protagonists were required to outgrow. A turning point came when stories began to address “homosexual visibility,” that is, coming out and the establishment of queer identity. The 2000s witnessed the publication of “queer community” novels: Rainbow Boys and Geography Club disturbed the myth of manliness through a gay teen's struggle to be a jock and queer at the same time; Luna represented gender as repeated performances; Boy Meets Boy allowed readers a moment in which they experienced contingent construction of meaning and impossibility of categorization. Identity was ephemeral and the concept of inner self underneath numerous “layers” was ridiculed. These works problematized the bifurcated gender system and the notion of normativity. However, it does not negate the fact that children’s literature is still a literature of identity pursuit. A subtle strategy is detected by which the territory of the normal expands to contain some queers and leave out the others. The result is stratification of queers. Queer novels facilitate children’s understanding and accepting themselves as queers, which means they demonstrate what queers are acceptable and normal, and what queers are not. Children’s literature is, still, a didactic educational discourse.

포스트 시대 인문교육에서 리비스의 효용 : 테리 이글턴의 『비평의 기능』과 관련하여

김영희 한국영미문학교육학회 2013 영미문학교육 Vol.17 No.3

This paper reconsiders the literary and cultural discourses of F. R. Leavis and their relevance in the current “crisis of humanities”. To this end, Leavis is considered in light of the critiques offered against him by Terry Eagleton, who can be considered representative of the anti-humanist theoretical trends insofar as he combines structuralist and Marxist perspectives that have led the dominance of theory since the late 20th century. Leavis has been branded as a critic who represents an obsolete humanist and pre-theoretical literary approach. Though Leavis did succeed a humanist tradition in his firm belief in the creativity of human practices, he became increasingly critical against basic humanist and ‘essentialist’ ideas of the human subject, language, and the world. In this sense, Leavis and these post-theorists share a critical stance against modernity and its hierarchical dichotomies of subject and object, language and reality. However, Leavis does not stop at valorizing the “negative” term over the “positive” as these theorists tend to do, but strives for a new conceptualization of these terms that goes beyond the dichotomy, through his reflections on the nature of language, literature, and criticism as well as on the function of education and the university. In this manner, he shows a way to transcend humanist doxa and to retain and renew the humanist critical spirit in today’s liberal education.

영미 문학교육의 새 모델

한광택(Kwangtaek Han) 한국영미문학교육학회 2023 영미문학교육 Vol.27 No.3

This study presents an innovative pedagogical framework designed for the “Reading English Literature” course, aligning with the core tenets and objectives of the 2022 revised English curriculum. Grounded in learner-centered principles, the framework introduces a new set of approaches to seamlessly integrate literary narrative-focused instruction into the context of high school English literature education. The proposed approach examines the practical applicability of instructional principles for “Reading English Literature”, with a focus on pivotal factors such as achievement standards and assessment protocols. This study aims to make a substantive contribution to the ongoing academic discourse and pedagogical practice surrounding effective teaching strategies and assessment, specifically attuned to the exigencies of learner-centered English literature education in the high school milieu.

생태의식 함양을 위한 바람직한 문학 교수 모형 연구

신문수(Moonsu Shin) 한국영미문학교육학회 2004 영미문학교육 Vol.8 No.1

This study aims to propose a teaching model for literary ecology, which has recently been widely recognized as an important branch of literary studies in Korea as well as in the rest of the world, Literary ecology, roughly defined as "the study of the relationship between literature and the physical environment," initially appeared as a response from the profession of literary studies in an age of environmental crisis, Because of its relative newness, although growing rapidly, literary ecology has yet to develop an appropriate educational program which has the content and methods of its own, Conducted in the spirit of commitment to environmental praxis, literary ecology primarily aims to change behavior culturally as well as personally rather than acquire knowledge about environmental issues, Embracing this generally accepted idea, this study proposes the four goals of literary ecology in the pedagogical context: (1) to understand the complexity of nature; (2) to understand the interaction and interconnection between man and nature; (3) to explore the language and the rhetoric in environmental discourse including the representation of the physical environment; and (4) to internalize the life-centered values, Each goal may have a more specific agenda for its achievement, which is also offered here for illustrative purposes. This study also makes some suggestions which a course on literary ecology should take into consideration in order to achieve its primary aim, the promotion of ecological literacy: (1) the course should be designed from a conscientiously interdisciplinary, multidisciplinary. or trans disciplinary perspective; (2) the course should be conducted with a strong ethical sense of mission and guided by a long-termed vision of the amelioration of environment; (3) the course should include a variety of outdoor experiences of observing, investigating, or exploring nature closely; and (4) the course should lead the students to pay attention to the bioregional issues surrounding their immediate environment.

한국영문학 속의 비교문학, 비교문학 속의 한국영문학

송창섭(Chang Seop Song) 한국영미문학교육학회 2005 영미문학교육 Vol.9 No.2

The crisis of English studies and education in Korea stems from the confusion of both scholars and students about center and peripheries. Doing English in Korea, 'I' is no doubt geographically located in Korea. 'I,' however, tends to look upon his unconsciously colonized self as the other of Anglo-American subjectivity, with English operating as the geographical center, not peripheries, of the 'I' located in Korean territory and culture. This paper proposes to introduce the idea of comparative literature into the curriculum, comparative literature here being confined and geared to the comparison between English and Korean literatures and cultures. It is apparent that no matter how 'I' struggles to approach English arguably from a nationalistically-oriented mind, the object of Korea's English studies cannot be changed from English to Korean literature. When included in the curriculum, however, comparative literature as a subject expands the object from one to two, say, from English to English and Korean literatures, two literatures and cultures equivalently competing with each other for symbolic hegemony at least in an educational point of view. The comparative analysis of Doris Lessing's ""Our Friend Judith"" and Oh Jung Hee's ""Paroho(破虜湖)"" is presented as a case study in which Freud's male-centered psychoanalytic idea of ""uncanny"" is both accommodated and defied, defied partially by Lessing, and, defied much in a larger scale by Oh Jung Hee. Comparative literature can be a new point of departure to cope with the problems deeply rooted in Korea's English studies and education.