The purpose of this book is restore the centrality of pedagogy in governing the ways literary texts are received, experienced, and interpreted by students in the classroom. Utilizing a method of pedagogical criticism, it provides an account of core approaches to teaching literature that have emerged across history and the conceptual values informing these approaches.

Suzanne S. Choo is Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. She obtained her PhD in English Education from Columbia University, USA. Her research in literature education has been recognized with the Walter Sindlinger Writing Award from Teachers College, Columbia University and the International Award for Excellence from the International Journal of the Humanities.

«While there are many published accounts of approaches to teaching literature, research on the role of reader in relation to texts, multicultural approaches to teaching literature, and critical and theoretical criticism of literature, I know of no book that provides a focused and historical discussion and presents a previously untapped focus on the centrality of pedagogy in the debates concerning the values and purposes of literature education. delves into the heart of how literature education has ‘come into being’ as a school subject, but one that has a contested and complex history of purpose and value.» (Ruth Vinz, Teachers College, Columbia University) «Reading the world, the globe and the cosmos combines important historical and philosophical analysis with normative perspectives to teaching Literature for the twenty-first century. It recovers a vital role for Literature pedagogy in our time by inviting us to consider its essential connections to hospitality and hospitable ways of engaging the other.» (Yolanda Sealey-Ruiz, Teachers College, Columbia University)

«While there are many published accounts of approaches to teaching literature, research on the role of reader in relation to texts, multicultural approaches to teaching literature, and critical and theoretical criticism of literature, I know of no book that provides a focused and historical discussion and presents a previously untapped focus on the centrality of pedagogy in the debates concerning the values and purposes of literature education. delves into the heart of how literature education has ‘come into being’ as a school subject, but one that has a contested and complex history of purpose and value.» (Ruth Vinz, Teachers College, Columbia University) «Reading the world, the globe and the cosmos combines important historical and philosophical analysis with normative perspectives to teaching Literature for the twenty-first century. It recovers a vital role for Literature pedagogy in our time by inviting us to consider its essential connections to hospitality and hospitable ways of engaging the other.» (Yolanda Sealey-Ruiz, Teachers College, Columbia University)

Contents: Toward a Pedagogical Criticism of Literature Education – Nationalistic Approaches to Teaching Literature – World Approaches to Teaching Literature – Global Approaches to Teaching Literature – Cosmopolitan Approaches to Teaching Literature – The Teaching of Literature and the Cultivation of a Hospitable Imagination.