Debating Interpretive Frameworks of Literary Texts: A Groupwork-Based
Euromentor, cilt.18, sa.3, ss.56-79, 2026 (Hakemli Dergi)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 18 Sayı: 3
- Basım Tarihi: 2026
- Dergi Adı: Euromentor
- Derginin Tarandığı İndeksler: Other Indexes
- Sayfa Sayıları: ss.56-79
- Yozgat Bozok Üniversitesi Adresli: Evet
Özet
The pedagogical usefulness of organized peer dispute in literary interpretation instruction is examined in this paper. Our study suggests a medium ground: interpretation as a negotiated, evidence-based, and framework-dependent process. Students frequently vacillate between seeing literary meaning as either fixed and authoritative or wholly subjective. Based on important theoretical frameworks, such as reader-response theory, hermeneutics, and post-structuralist criticisms of authorial authority, the article creates a model that is group-based and involves students adopting different interpretative frameworks and participating in organized debate. The approach uses case studies to integrate analytical reflection with classroom practice. Each example shows how different interpretative perspectives—formalist, psychological, feminist, historical, rhetorical, and linguistic—cause constructive debates. Instead than being viewed as barriers, these differences are employed as opportunities for greater involvement, interpretative adaptability, and metacognitive awareness. Keywords: Literary interpretation; peer disagreement; groupwork pedagogy; interpretive frameworks; collaborative learning; literary studies pedagogy