This book uses the set of relations announced by teachers' and students' readings of literary fictions as a «commonplace location» to interpret the experience of curriculum. In addition to illuminating the complexity of «schooled» readings of literature, provides insightful and provocative interpretations of the intertwined, overlapping, and ever-evolving intertextual relations that comprise events of curriculum. It will be of interest to those who wish to expand their understanding of the way in which interpretations of shared reading can become a «literary anthropology» where the identities of readers, writers, and teachers are continually re-invented during processes of reading, writing, and teaching.weiterlesen