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State University of New York Press - Aparna Mishra Tarc

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126 pages

English

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Winner of the 2017 American Educational Research Association's Division B Outstanding Book Award

Literary of the Other stages a bold psychoanalytic investigation into the existential significance of literacy. Featuring a dazzling array of novel artifacts and events, the book situates literacy in the internal fictive worlds of the self and other. This approach is designed to encourage teachers of language and literature to sustain reflexive thought in their practices of reading and writing as a means to gain insight into the psychical processes of literacy. With lucid and compelling prose, Aparna Mishra Tarc reminds us of the importance of fostering a meaningful practice of literacy in the construction of real and fictive stories by which to live well throughout our lives. Renarrating many versions of a shared humanity might develop in us all a sympathetic regard for the storied lives of others.
Acknowledgments

Introduction: Literacy of the Other

1. Fictive Readings

2. Literary Stirrings: The Inner Life of Literacy

3. Projecting Humanity: Tarzan of the Apes Learns to Read and Write

4. Inside Reading: J. M. Coetzee’s “The Problem of Evil”

5. Healing Language: Beloved, Literacy, and the “Other”

6. Before and After Words

Note
Bibliography
Index

Informations

Publié par	State University of New York Press
Date de parution	04 août 2015
Nombre de lectures	0
EAN13	9781438457499
Langue	English

Informations légales : prix de location à la page 0,1598€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

LITERACY OF THE OTHER
SUNY series, Transforming Subjects:
Psychoanalysis, Culture, and Studies in Education

Deborah P. Britzman, editor
LITERACY OF THE OTHER
RENARRATING HUMANITY

Aparna Mishra Tarc
Published by State University of New York Press, Albany
© 2015 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Production, Jenn Bennett
Marketing, Michael Campochiaro
Library of Congress Cataloging-in-Publication Data
Mishra Tarc, Aparna, 1969–
Literacy of the other : renarrating humanity / Aparna Mishra Tarc.
pages cm. — (SUNY series, transforming subjects : psychoanalysis, culture, and studies in education)
Includes bibliographical references and index.
ISBN 978-1-4384-5747-5 (hardcover : alk. paper)
ISBN 978-1-4384-5749-9 (e-book)
1. Reading, Psychology of. 2. Literacy—Psychological aspects. 3. Literacy—Study and teaching. 4. Humanism in literature. I. Title.
BF456.R2M57 2015
302.2'244—dc23
2014038019
10 9 8 7 6 5 4 3 2 1
Contents
Acknowledgments
Introduction: Literacy of the Other
Chapter One. Fictive Readings
Chapter Two. Literary Stirrings: The Inner Life of Literacy
Chapter Three. Projecting Humanity: Tarzan of the Apes Learns to Read and Write
Chapter Four. Inside Reading: J. M. Coetzee’s “The Problem of Evil”
Chapter Five. Healing Language: Beloved , Literacy, and the “Other”
Chapter Six. Before and After Words
Notes
Bibliography
Index
Acknowledgments
This book has been writing itself from the earliest days of my childhood. At a tender age, my incredibly creative parents gifted me with a storied existence. Real and fictional stories filled my childhood in conversations at my mom’s dinner table, in my dad’s weekly public library excursions and in my invented worlds in the backyard with my siblings, Bob Mishra and Krissy Carrington. I am grateful to my fabulous, loving, and delightfully flawed family for giving me such a vibrant and heartfelt world of stories with which to become someone. A life lived in story is a gift that I pass on to my children and students.
My work is indebted to the thought and support of my mentor and dear colleague Deborah Britzman. In her many books, Professor Britzman opened my mind to the infinite, creative possibility of freedom of the inner world. Her teaching gifted me with a magical, incisive vocabulary that brings form and meaning to my faltering phrase. And although these words are mine, this book, Deborah, is written with our conversations in mind.
Children and students inspire and press me to think, teach, and write in service of others. Although there are too many to mention here, I wish to acknowledge my brief time with one student, Abshir Hassan, a brilliant, gentle, and kind person whose life was taken too quickly and violently at the merciless hands of another. The final pages of this book contain a trace of my grief at the thought of the world bereft of you, Abshir. Our encounter was too brief yet profound. Your words and memory will influence our shared struggle and commitment to do justice to the unique potential of each student in our classrooms and in schools and in the worlds beyond both.
My colleagues and friends at York University continue to shape and support my intellectual and emotional life. In particular I give thanks to Steve Alsop, Chloe Brushwood-Rose, Roopa Desai-Trilokekar, Susan Dion, Rishma Dunlop, Troy Fraser, Esther Fine, Jen Gilbert, John Ippolito, David Lewkovich, Celia Haig-Brown, Didi Khayatt, Naomi Norquay, Lyndon Martin, Alice Pitt, Kim Tavares, Diane Vetter, Sue Winton, and the late Patrick Solomon, who believed in me from the minute we first met.
Smaro Kamboureli recognized something compelling about my work when I was a doctoral student, and so unsure and unsteady with my thought. Raw versions of this book were presented at three conferences hosted by Professor Kamboureli’s TransCanada Literary Institute. In many ways this book was written in dialogue with many talented colleagues in attendance at these scholarly venues. Thank you so much Smaro for including me in this incredible bounty of thought and creation, and for bringing attention to the important work of Canadian literary writers, poets, critics, and emerging scholars in the national and international scene.
As important as the chance to publicly present this work at the Institute is the generative response of my brilliant, literary colleagues. For their ongoing provocation of literary ideas, I am grateful to Phanuel Antwi, Diana Brydon, Christian Bök, Richard Cassidy, David Chariandy, Lily Cho, Amber Dean, Jill Didur, Kit Dobson, Angela Facundo, Jade Ferguson, Len Findlay, Terry Goldie, Jennifer Henderson, Nat Hurley, Mark Lipton, Ashok Mathur, Roy Miki, Sophie McCall, Mark McCutcheon, Elan Paulson, Donna Penne, Julie Rak, Stephen Slemon, Pauline Wakeham, and the late Barbara Godard.
For his contribution to my literary ideas and his hospitable reception of my work, I am grateful to Daniel Coleman. Professor Coleman’s acute and sublime thought of the co-existential significance of an examined and meditative literary life resonates so deeply in mine. I continue to learn from his books that travel through inside lives and across social difference.
Tracy Chapman, J. M. Coetzee, Jacques Derrida, Carolyn Forché, Toni Morrison, and Bruce Springsteen teach me that one does not have to know someone to be greatly affected by their words, service, and existence. I continue to learn how to read, write, and live from these writers of infinite and possible humanity. Their words pull me through the best and darkest of times.
Close friendship is the most critical element of intellectual work. I thank Lisa Farley for holding constantly the more difficult aspects of my thinking, RM Kennedy for his sensitive, erudite, and loving insight, David Errington for his courage and fight in an unfair world, Daniel Yon for reminding me that some reservation in communication is necessary, Mario Di Paolantonio for demonstrating the fiercest of thought is also gentle, Don Dippo for his insistence of justice through service, Judith Robertson for her sense of beauty and priority for all living things that deserve love and attention, Sarah Twomey for her world of adventure and love of small things, Debbi Sonu, for her gift of dance, Julie Bryd-Clarke and Steve Clarke for their infectious love of story, Andre Carrington for his musical voice, Colin Couchman for his thoughts on books and film and for his care of my family, Kent den Heyer for the laughter, Nicholas Ng-Fook for his open invitation to wonder, Rubén Gaztambide-Fernández for lifting my thought, Jen Blair for lifting my spirit, and Warren Crichlow for his exquisite notes on the pressing matter of living in the world with others. I am always grateful to Andy and Betty Tarc and to Glenn and Shirley Eastabrook, who are teachers and second parents to Paul Tarc and me.
I greatly appreciate the support of Beth Bouloukos, Jenn Bennett, and the editorial staff at SUNY Press, throughout the publication process. First books are precious objects and I thank the editors and anonymous reviewers for the close attention and care they have taken with my thought and writing. I also thank Deborah Britzman for supporting this work for publication in the SUNY series: Transforming subjects: Psychoanalysis, culture, and studies in education.
I thank both Sage Publications ( www.sagepub.com ) and Taylor and Francis Publications ( www.tandfonline.com ) for their permission to draw from earlier versions of this work. Parts of chapter 1 were originally published as “Literacy of the Other: The Inner Life of Literacy,” in the Journal of Early Childhood Literacy . An earlier version of chapter 4 was originally published as “Disturbing Reading. J. M. Coetzee’s ‘The Problem of Evil,’ ” in the journal Changing English . I wish to give a special mention to Jane Miller, chief editor of Changing English for her much-needed and generous support of young scholars with innovative approaches to literacy, literary thought, and literature.
I am thankful for the support of my many academic colleagues at home and in the world: Vanessa Andreotti, Nina Asher, Tamara Bibby, Kate Cairns, Sara Childer, Roland Sintos Coloma, Stephanie Daza, Kari Dehli, Lynn Mario De Souza, Jane Kenway, Carl Leggo, Magda Lewis, Jeong-Eun Rhee, Fazal Rizvi, Lisa Taylor, Ricky Varghese, and Lisa Weems. Their enthusiastic reception of my work and mind makes me brave. I also thank Stephanie Springgay and Debra Freedman for their commitment to scholarship on and by (m)others. As well I thank all my colleagues at the Postcolonial SIG at AERA and the Canadian Association of Curriculum Studies for continuing to support my thinking. I acknowledge the Social Science and Humanities Council of Canada for funding various presentations of my work and for supporting the publication of early versions of this work.
Even with a brilliant intellect and voracious passion for reading, my father, Anu Mishra, would see his mind, memory, and desire tested in the twilight of his