Second Conversation

Interpretive Authority in the Bible Classroom

Häftad, Engelska, 2024

Av Ziva R. Hassenfeld, Ziva R Hassenfeld

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A teacher reflects on her teaching practice, bringing literacy scholarship into the arena of Jewish education. In The Second Conversation, university professor Ziva R. Hassenfeld returns to the middle school classroom to study her own seventh grade Bible class. The book explores dilemmas of practice she encountered around interpretive authority in the classroom. She analyzes the questions that came up in her teaching within the context of the most influential religious education scholarship, literacy scholarship, sociocultural theory and literary theory. She highlights the importance of two conversations about interpretive rules within the classroom, the first about the text’s meaning, and the second about competing conventions for determining its meaning. Instructors of any type of literature will benefit from Hassenfeld’s study, which offers rich ideas about when and how teachers enforce a classroom’s way of reading or follow a student’s line of inquiry toward more flexible interpretation.

Produktinformation

Utgivningsdatum2024-03-07
Mått152 x 229 x 18 mm
Vikt286 g
FormatHäftad
SpråkEngelska
SerieMandel-Brandeis Series in Jewish Education
Antal sidor166
FörlagBrandeis University Press
ISBN9781684581894

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IntroductionChapter 1: My Hebrew Bible Classroom: The School, the Students, the Subject Matter, the Teacher, and the Research AgendaChapter 2: Creating a Classroom of InterpretersChapter 3: Stepping into My Students’ Scriptural Literacy Practices Chapter 4: The First Conversation: Interpretive Rules in the ClassroomChapter 5: The Second Conversation: Discussing Interpretive Rules in The ClassroomConclusion: The Stakes of Knowing How to Have the Second ConversationBibliographyMethodological Appendices

“. . . Providing students with the space to pursue an interesting train of thought while attempting to maintain established boundaries for interpreting the text, sets the stage for Hassenfeld’s exploration of the complexity of literacy, interpretation, and teaching. The book is an account of Hassenfeld’s research, but the narrative approach is particularly accessible, moving through a year of teaching at a K-8 Jewish Day School with a skillful blend of theoretical discussions, personal reflections, and classroom accounts.”