The document discusses critically reading literature from a class, race, and gender perspective. It argues that all texts reflect ideological biases and cultural assumptions that should be questioned. Readers should explore taken-for-granted stereotypes and accept multiple interpretations. The document also analyzes how gender and class stereotypes are portrayed in the works of C.S. Lewis and J.K. Rowling. Providing tools for students to question dominant perspectives can help them become more critical thinkers.

1. “ Reading Literature Critically” A class/race/gender approach Lic. Mariana Ferrarelli 21 st ARTESOL Convention Resistencia, Chaco October 3-4, 2008

4. I. Reading critically I.b. Explore taken-for-granted ideas Ideology as a process “which takes place behind our backs” Naturalized ideas & perceptions Become conscious

5. I. Reading critically I.c. Surface assumptions Estrangement/Distance from our naturalized perceptions Discourse + Power Dominant Interpretation heterosexual – male – white – middle class

6. I. Reading critically I.d. Accept multiple interpretations Difference & Diversity One dominant interpretation Many readings Negotiation of meaning Plural environment

7. I. Reading critically I.e. Knock down stereotypes Deconstruction + Critical examination Possible questions to surface and deconstruct class/race/gender stereotypes

10. II. Reading from a class/race/gender perspective II.a. Class Marxist Theory Bourgeoisie (exploitation) Proletariat (revolution) In constant struggle Functionalist Theory Different classes Different functions in society

11. II. Reading from a class/race/gender perspective II.a. Race Race common biological traits Ethnic group common culture Discrimination Racism Racial prejudice

12. II. Reading from a class/race/gender perspective II.a. Gender Sex Biological differences Gender Socially expected behaviour Men: Dominant, independent, strong, rational, aggressive, competitive Women: Dependent, weak, affectionate, irrational, feminine, sensitive, nurturing Gender Roles Reinforced by social institutions ( Family – School – Media – Literature)

13. III. Exploring literary texts III.a. Gender stereotypes in The Chronicles of Narnia – The Lion, the Witch and the Wardrobe by C. S. Lewis III.a.i. Minor characters: Mrs. Beaver Mr. Beaver III.a.ii. Major Characters: Peter – Susan – Lucy

17. III. Exploring literary texts III.b. Class/Race stereotypes in Harry Potter by J. K. Rowling Social stratification: - Upper Class – Only Purebloods - Middle Class + Mudbloods - Lower Class +Trolls & other creatures - Under Class - Servants & house elves

18. Final considerations If we give our students tools to be critical… to explore their own assumptions… to question class/race/gender stereotypes… to know language –and texts- are ideological… to see reality as a construct… … then they will have the opportunity to become responsible citizens committed to their society and to their world.