Teacher Training and the Contested Literary Canon: Didactic Design in Feminist Critical Reading
DOI:
https://doi.org/10.53382/issn.2810-7977.65Keywords:
feminist critical reading, teacher education, conflictive literary canon, argumentative writing, teacher mediationAbstract
This article presents the grounded design of a didactic sequence aimed at strengthening critical reading competence and argumentative writing through the teacher mediation of conflictive canonical texts from a feminist critical reading perspective. The study is situated at the intersection of literature education, teacher education, and academic literacy, and addresses a challenge that extends beyond the school classroom: the difficulty of transforming the ethical discomfort produced by certain canonical works into evidence-based textual analysis, argumentative writing, and pedagogical reflection.
Methodologically, the study adopts a design-based research approach supported by pilot evidence and a writing-strategy diagnosis. The empirical basis includes a pilot intervention with 28 twelfth-grade technical-vocational students organized around García Márquez’s Memories of My Melancholy Whores, and a diagnostic writing-strategies scale administered to 71 students at the same educational level. Pilot results suggest that 53.6% of students reached an interpretive-critical level, providing situated antecedents for the redesign.
Drawing on this evidence, the article proposes a five-week sequence pairing Memories of My Melancholy Whores and Pardo Bazán’s «El encaje roto» as a comparative corpus. It introduces the notions of conflictive canon archive and mask triad as mediation tools, and derives a model of professional teaching competencies transferable to initial and continuing teacher education in Language and Literature.
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