Comparing South Texas and Qatari readers’ responses to short stories from three cultures

Cathy Downs (Texas A&M University-Kingsville)
LuAnne Ktiri-Idrissi (Austin Community College)

Learning and Teaching in Higher Education: Gulf Perspectives

ISSN: 2077-5504

Article publication date: 1 December 2014

Issue publication date: 1 December 2014

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Abstract

Emotional and interpretive responses to three short stories were noted in two study populations of similar age: Qatari students in a post-highschool foundation program preparing to attend branch campuses of western universities located in Qatar, and American students, many of Mexican-American heritage, from a small college in a rural setting in South Texas. It has long been thought that reading literature from a foreign culture confers educational value on the reader; in this investigation the nature of that ‘value’ was placed under study. Written responses to quiz questions or assignments were used as data; responses critical of or affirming of character, setting, plot, and literary tropes were particularly noted. Our data show that readings from an author whose culture was similar to the reader’s created interest and urged both intellectual and affective types of understanding, such as remembering, grieving, healing, forgiving, and feeling pride. Readings from ‘classic’ literature presented in historical context strongly enabled critical discussion among students in a multicultural setting, since the author’s absence from the scene ‘allows’ free conversation about his or her work without fear of insulting the author’s culture. Readings by contemporary writers from outside the reader’s culture, or ‘multicultural literature’, may cause some readers to shy away from the challenge of understanding another culture or to voice stereotypes instead of seeking ideas. Readings from outsider cultures, however, and the affective distancing of ‘othering’, enable the well-prepared educator and student to discuss how culture patterns our lives.

Citation

Downs, C. and Ktiri-Idrissi, L. (2014), "Comparing South Texas and Qatari readers’ responses to short stories from three cultures", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 11 No. 2, pp. 68-90. https://doi.org/10.18538/lthe.v11.n2.153

Publisher

:

Emerald Publishing Limited

Copyright © 2014 Cathy Downs and LuAnne Ktiri-Idrissi

License

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode


Acknowledgements

Publisher's note: The Publisher would like to inform the reader that the article “Comparing South Texas and Qatari readers’ responses to short stories from three cultures” has changed pagination. Previous pagination was pp. 1-23. The updated pagination for the article is now pp. 68-90. The Publisher apologises for any inconvenience caused.

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