Learning responsivity/responsibility, reading the literature of historical witness

grantor: University of TorontoThis dissertation examines what might constitute a responsive/responsible practice of reading and teaching contemporary North American literature that bears witness to historical events of trauma, violence, and persecution. This question is specifically posed through a critical study of three witness narratives: Joy Kogawa's 'Obasan', Leslie Silko's 'Ceremony', and Paule Marshall's 'Praisesong for the Widow'. The dissertation introduces the assertion that these narratives are constituted within the social form and framework of an ethical address to readers to 'learn from' the protagonists' remembrances and 'Bildung'. Drawing predominantly upon contemporary psychoanalytic work and the writings of philosopher Emmanuel Levinas, it maintains that this ethical address requires readers to break with conventional epistemological and ontological frameworks for comprehending the testimonial suffering of others. It subsequently examines the implications of such a radical learning ethic for pedagogical reading theory and practice. This examination is further developed through a critique of educational/ethical presumptions underlying various literary and pedagogical readings of the above three witness narratives. The dissertation concludes with the consideration of how teachers might then productively introduce these narratives, as well as other witness literature, into high school, college, or university English or Social Studies/History classes.Ph.D