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Radical Pedagogy in Doris Lessing's Mara and Dann

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)300-311
Number of pages12
JournalCritique: Studies in Contemporary Fiction
Volume58
Issue number3
Early online date22 Nov 2016
DOIs
DateAccepted/In press - 26 Sep 2016
DateE-pub ahead of print - 22 Nov 2016
DatePublished (current) - 27 May 2017

Abstract

This article considers pedagogy as a consistent theme in Doris Lessing’s fiction. It draws on a deleted prefatory note in the typescript to Mara and Dann, which states that the heroine is ‘consumed with a passion to learn and go to school’. The article explores how Mara learns, in a re-imagined Africa after a future ice age. In the absence of formal schooling, a game is used, in which children are asked repeatedly ‘What did you see?’ This game is compared to Henry James’s use of a child’s perspective in What Maisie Knew, to strategies for unveiling and ‘naming’ the world in Paulo Freire’s Pedagogy of the Oppressed and to ideas about teaching in Idries Shah’s The Sufis and Learning How to Learn. The article thus argues that radical and anticolonial approaches to learning are figured in Lessing’s fiction, and in her Nobel lecture, as essential for human survival.

    Research areas

  • pedagogy, learning , Doris Lessing, Sufism, Paulo Freire, Mara and Dann

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    Rights statement: This is the final published version of the article (version of record). It first appeared online via Taylor & Francis at http://www.tandfonline.com/doi/full/10.1080/00111619.2016.1242473. Please refer to any applicable terms of use of the publisher.

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