Abstract
Formerly, to be a radical teacher one had to be a Marxist, but in the past three years, a simple commitment to honesty, empathy, and democratic community has become an act of resistance. Examining three examples of reader-response criticism suggests how one can apply these values to deepen receptivity to literature and create a sense of agency and dialogue between students and teachers.
Reference23 articles.
1. Dialectical Notebooks and the Audit of Meaning;Berthoff,1987
2. Do Readers Make Meaning?;Crosman,1980
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