Appendix B: Project Blog "Thinking About Gender: Canon Review
Description
The Appendix B collects students’ commentaries, reflections and interpretations who have participated in the innovation project "Thinking the gender: review of the canon through Fantastic Narratives of Women Writers" (EV1165). It has been developed at the University of Alcalá with the collaboration of the Autonomous University of Barcelona and the University of Turin during the 2020-2021 academic year. The blog elaboration has allowed students from different universities from Spain and Italy work non-synchronically and interactionally in a virtual space that has been created to include short commentaries about literary and theoretical readings. We have used part of the information obtained on this blog in order to analyze the innovation project’s results in the paper “Blended Learning and Reverse Reading Methologies in the Literature Classroom (Reviewing the Canon Through Fantastic Narratives by Women Writers)". Article Summary: This article reports on the results of the educational innovation project “Thinking Gender/Genre: A Review of the Canon through the Fantastic Narratives of Women Writers”. Its main aim is to revise the Hispanic literary canon from two perspectives: the feminist one and the questioning of the hegemonic literary genres (Fantastic genres vs Realism). The activities have developed via Blended Learning, a combination of virtual platforms with classroom sessions. The Reverse Reading Technique has enabled students to reinterpret canonical text (written by men) in the light of other “peripheral” texts (fantastic narratives written by women). Ultimately, the project intends to “feminise” the canon of works read in the Literary Studies classroom, considering the low presence of women writers in the literary curriculum, and connecting students with the creation of living women authors through such a stimulating and motivating genre as the Fantastic. The evaluation of the project reinforces the initial hypothesis and confirms the lack of critical thinking in higher education regarding the shaping of the literary canon and the ongoing processes of construction and transmission of Literary History.