CROSS-DISCIPLINARY PRACTICE

The Emergence of Cross-Disciplinary Practice in the Post Modern Era with Reference to Three Artworks and Key Theoretical Texts

The Emergence of Cross-Disciplinary Practice in the Post Modern Era with Reference to Three Artworks and Key Theoretical Texts

Introduction

In this paper, we review the historical development of literacy theories related to teaching English/language arts (ELA) for cross-disciplinary practice. These literary theories derive from notions about valued ways of reading or responding, for example, a transactional theory of response as well as particular literary critical approaches of how cross-disciplinary practice emerges in post modern era, for example, feminist, Marxist, or New Criticism literary criticism. Literary theories have shaped literature curriculum and instruction in several ways: Literary theories of cross-disciplinary practice have to do with more than just ways of analyzing literary texts; they have to do with the different ways people construct meanings of texts and language reflecting different beliefs or assumptions about what constitutes valued interpretations.

An analysis of two states' literature standards for cross-disciplinary practice found that these standards reflected either a “cultural heritage model” valuing historical knowledge about literature reflecting neoconservative notions of schooling as imparting traditional values versus a New Criticism model of close-reading of the autonomous text, reading strategies that can be assessed on standardized reading tests that reflect a neo-liberal, auditing model of schooling. These cultural models of literature instruction reflecting current neoconservative versus neoliberal framing of schooling often serve to exclude other cultural models of literature as works of art affording aesthetic experience; expressions of diverse ideologies; as reflecting competing social worlds of characters and readers; or, as in the form of graphic novels or digital poetry, alternative ways of expressing cultural insights. Educators need to recognize how these competing theories and cultural models cross-disciplinary practice shape ELA curriculum in making decisions about instructional priorities.

The term postmodernism or postmodernity of cross-disciplinary practice refers generally to a wide range of movements artistic, cultural, literary and philosophical of the twentieth century, defined in varying degree and manner by overcoming opposition or trends in the modern age. In sociology, however, postmodern and post-modernization terms for cross-disciplinary practice refer to the cultural process observed in many countries over the past two decades, identified in the early '70s, this other sense of the word is explained by the term post-materialism.

The different currents of postmodernism appeared during the second half of the twentieth century. While current is applied to very different, they all share the idea that the modernist project failed to radical renewal of traditional forms of art and culture, thought and social life. One of the biggest problems of cross-disciplinary practice in dealing with this issue is just to get to a concept or precise definition of what is postmodernism. The difficulty of this task involves several factors, including the main drawbacks are present, and therefore the scarcity and inaccuracy of the data analysis and the lack of a valid theoretical framework to extend it to all the facts they are growing throughout this complex process called ...