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The power of the reader to make the text

July 12, 2012

“If we take seriously Roland Barthes’s arguments about the power of the reader to make the text, and that understanding lies not in [a text’s] origin but in its destination then it is not so much the subaltern’s ‘voice’ but its ‘heard voice,’ its audience in the classroom, which becomes the key player in meaning.”

Ref: (307-308) Alison Jones (1999) ‘The Limits of Cross-Cultural Dialogue: pedagogy, desire, and absolution in the classroom’ Educational Theory 49(3) Summer: 299-316


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