CEA Critic, Volume 57Department of English, Texas A & M University, 1994 |
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Página 26
... Slave James Thomas Mullane The mediocre teacher tells . The good teacher explains . The superior teacher demonstrates . The great teacher inspires . -William Arthur Ward IN PEDAGOGY OF THE OPPRESSED , PAULO FREIRE CONTENDS that there ...
... Slave James Thomas Mullane The mediocre teacher tells . The good teacher explains . The superior teacher demonstrates . The great teacher inspires . -William Arthur Ward IN PEDAGOGY OF THE OPPRESSED , PAULO FREIRE CONTENDS that there ...
Página 36
... slaves go right to the hearts of men . We defy any man to think with patience or tolerance of slavery after reading [ such a ] narrative . ( Nichols 178 ) The fact that slave narratives evoked so much enthusiasm attests to the power ...
... slaves go right to the hearts of men . We defy any man to think with patience or tolerance of slavery after reading [ such a ] narrative . ( Nichols 178 ) The fact that slave narratives evoked so much enthusiasm attests to the power ...
Página 39
... slave narrative as a form that conceives the " self " through autobiography , a genre that possesses limitations as a vehicle of truth , see Baker's " Autobiographical Acts and the Voice of the Southern Slave ” and Niemtzow . Also see ...
... slave narrative as a form that conceives the " self " through autobiography , a genre that possesses limitations as a vehicle of truth , see Baker's " Autobiographical Acts and the Voice of the Southern Slave ” and Niemtzow . Also see ...
Conteúdo
REEVALUATING THE BOUNDARIES | 1 |
Who Speaks for Autobiography? | 9 |
The Oral Autobiography | 20 |
Direitos autorais | |
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action American argue arguments attempt authority autobiography Baldwin become begins called Christine College course create critical cultural David death desire discussion Douglass early effect England English essay evidence example experience fact father feel fiction figure final Giovanni's human idea identity images imagination important individual influence interest issues James John kind language later learning literary literature lives look means memory mind moved narrative nature never notes novel once phallogocentric play poem political possible practice present question readers reading relation relationship response rhetoric role seems sense slave social speak story suggests teaching tell theory things thought traditional true truth trying understand University Utopia voice Willy woman women writing written York