東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Cracking Open the Literary Canon: Di...

James, Rose.

FindBook

Google Book

Amazon

博客來

Cracking Open the Literary Canon: Disrupting English Curricula Through Relational Reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cracking Open the Literary Canon: Disrupting English Curricula Through Relational Reading./
作者:	James, Rose.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	142 p.
附註:	Source: Masters Abstracts International, Volume: 85-05.
Contained By:	Masters Abstracts International85-05.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687248
ISBN:	9798380837095

Cracking Open the Literary Canon: Disrupting English Curricula Through Relational Reading.
James, Rose.

Cracking Open the Literary Canon: Disrupting English Curricula Through Relational Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 142 p.

Source: Masters Abstracts International, Volume: 85-05.

Thesis (M.A.)--University of Toronto (Canada), 2023.

This item must not be sold to any third party vendors.

Emerging as a form of pedagogical action research, my study works to develop a reading practice that confronts, rather than ignores or misrepresents, the complex histories of colonialism embedded in the literature that is read in high school English classrooms. Following the research documenting a sustained, disproportionate reliance on the Eurocentric literary canon in English classrooms across Canada, I argue that the way this literature is taught generally leaves students with an ahistorical and narrow worldview that fails to recognize the colonial violence embedded in these narratives. To disrupt this legacy, my project employs Critical Discourse Analysis and Metissage to develop a reading practice I denote as "relational reading." In developing this praxis, I engage three texts-Shakespeare's The Tempest, Gale's Angelique, and Dimaline's The Marrow Thieves-in intertextual conversation. By tracing the sustained impact of these systems of power across texts, I suggest that this study might help re-envision literature education as a means for confronting these violent histories, while helping students imagine how we can work together towards forging anticolonial futures rooted in solidarity, accountability, and reciprocity.

ISBN: 9798380837095Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Canadian history

Cracking Open the Literary Canon: Disrupting English Curricula Through Relational Reading.
LDR:02489nmm a2200409 4500 001 2394758
005 20240429063850.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380837095
035 $a (MiAaPQ)AAI30687248
035 $a AAI30687248
040 $a MiAaPQ $c MiAaPQ
100 1 $a James, Rose. $3 3764246
245 1 0 $a Cracking Open the Literary Canon: Disrupting English Curricula Through Relational Reading.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 142 p.
500 $a Source: Masters Abstracts International, Volume: 85-05.
500 $a Advisor: Hampton, Rosalind.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Emerging as a form of pedagogical action research, my study works to develop a reading practice that confronts, rather than ignores or misrepresents, the complex histories of colonialism embedded in the literature that is read in high school English classrooms. Following the research documenting a sustained, disproportionate reliance on the Eurocentric literary canon in English classrooms across Canada, I argue that the way this literature is taught generally leaves students with an ahistorical and narrow worldview that fails to recognize the colonial violence embedded in these narratives. To disrupt this legacy, my project employs Critical Discourse Analysis and Metissage to develop a reading practice I denote as "relational reading." In developing this praxis, I engage three texts-Shakespeare's The Tempest, Gale's Angelique, and Dimaline's The Marrow Thieves-in intertextual conversation. By tracing the sustained impact of these systems of power across texts, I suggest that this study might help re-envision literature education as a means for confronting these violent histories, while helping students imagine how we can work together towards forging anticolonial futures rooted in solidarity, accountability, and reciprocity.
590 $a School code: 0779.
650 4 $a Education. $3 516579
650 4 $a Black studies. $3 2122689
650 4 $a Native studies. $3 3642179
650 4 $a Pedagogy. $3 2122828
653 $a Canadian history
653 $a Curriculum development
653 $a Education system
653 $a English language arts
653 $a Literature
690 $a 0515
690 $a 0325
690 $a 0741
690 $a 0456
710 2 $a University of Toronto (Canada). $b Social Justice Education. $3 3173425
773 0 $t Masters Abstracts International $g 85-05.
790 $a 0779
791 $a M.A.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687248