Teachers, whether they acknowledge it or not, are always already theorists (McCormick 111).
With the addition of certain principles from theory, this critique might even offer an opportunity for a positive and extensive transformation of the reading practices we teach. Dramatic literature, owing to its semiotic differences from fiction, poetry, and expository writing, may present literature teachers with a vehicle for critiquing the assumptions upon which traditional reading methodologies are based. Their research opens up new possibilities for the teaching of reading and suggests that instead of finding ways to make drama "fit" into orthodox literature curricula and pedagogy, we might explore how the teaching of drama could be used to interrogate conventional reading practices. A number of recent critics, in fact, have argued that conventional forms of reading have become so naturalized in literature classes that we have lost sight of the possibility that alternative modes of sense making may exist (Atkins and Johnson Ulmer Kecht). Indeed, the most potentially progressive applications of the new theory might well be found in the teaching of drama, so long as instructors are not bound to conventional reading practices which privilege the "literary" qualities of the dramatic text over its theatrical nature. However, a closer examination of recent theory reveals that it is deeply implicated in the processes and rhetorics of performance and theatricality. Â-Michael Serres The ongoing struggle to justify the teaching of dramatic literature within English and Theatre Departments has been further complicated in recent years by the emergence of various forms of interdisciplinary theory which, on the surface, seem to reduce dramatic texts to purely linguistic structures.
the distance from equality, from perfect agreement, is history. Textual Harassment: Teaching Drama to Interrogate Reading Michael Vanden Heuvel We know of no system that functions perfectly, without losses, flights, wear and tear, error, accidents, opacity. In lieu of an abstract, here is a brief excerpt of the content:
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