What would it mean to explore these texts as meditations on instruction, as spaces where all manner of questions about instruction are introduced and considered? Can these texts be read as offering positions or attitudes vis-à-vis instruction? Are these writers serving as instructors in these texts, and if so, how do they model that role? Are they exponents or specifics kinds of instruction or pedagogy, and if so, what kinds? Do these texts enact instruction or bring scenes of instruction into representation in order to comment on them, or both?
TAKE ADVANTAGE OF OUR PROMOTIONAL DISCOUNT DISPLAYED ON THE WEBSITE AND GET A DISCOUNT FOR YOUR PAPER NOW!
