Shaping pedagogic discourse through decontextualization and recontextualization in the L2 tertiary literature classrooms

This paper will investigate how literary knowledge is pedagogized and reproduced through the pedagogic processes of decontextualization and recontextualization that take place in L2 tertiary literature classrooms. The production of literary knowledge constructs esoteric meanings requiring specialist knowledge and training. In order to make the esoteric accessible to students of literature, pedagogic discourse must be structured by the recontextualizing agents (teachers) in the pedagogic recontextualizing field. For this to occur, the pedagogic process of decontextualization is undertaken to delocate the original literary discourse from the field of knowledge production and relocate it to the field of knowledge reproduction through pedagogic recontextualization.