BOOK REVIEW Re-mapping Literary Worlds: postcolonial pedagogy in practice.

This insightful book begins with the introduction, “Overview of a Journey: Mapping the Territory. ” Throughout thirteen chapters, Johnston engages classroom stories, insights offered by teachers and literature, and discourses of philosophy, and educational theory, questioning the diverse meanings that underlie the language of teaching and learning in postcolonial pedagogy and practice. The book, based on research for the author’s dissertation which won the CSSE Dissertation Award, presents the writer’s journey, as she moves backward into her past as a teacher in South Africa in order to make sense of her present in Canada. She then looks forward into the future, imagining/re-imagining postcolonial literary studies in multicultural Canadian secondary schools. Johnston positions herself as a collaborative researcher with a high school English teacher in a contemporary Canadian classroom. This border-crossing (from South Africa to Canada) leads the writer to a voyage of exploration of literature, pedagogy and philosophy in postcolonial literary theories. Her research involves participant observation and interviews with students in two grade 12 one grade 11, and two grade 10 classes in a Western Canadian school with