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1
Distiller, Natasha. "Shakespeare in South Africa : literary theory and practice." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10346.
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Bibliography: leaves 237-256.This thesis explores the development of a "South African Shakespeare". Relying on post-colonial theory as primary framework, it views colonised culture not as secondary and responsive, but as primary and creative. The main work of the thesis is to trace the role played by "Shakespeare", as a set of texts and as an icon, in a particular trajectory of writing in English in South Africa in the first half of the twentieth century.
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Clarke, Joni Adamson. "A place to see: Ecological literary theory and practice." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187115.
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"A Place to See: Ecological Literary Theory and Practice" approaches "American" literature with an inclusive interdisciplinarity that necessarily complicates traditional notions of both "earliness" and canon. In order to examine how "Nature" has been socially constructed since the seventeenth century to support colonialist objectives, I set American literature into a context which includes ancient Mayan almanacs, the Popol Vuh, early seventeenth and eighteenth century American farmer's almanacs, 1992 Nobel Peace Prize winner Rigoberta Menchu's autobiography, the 1994 Zapatista National Liberation army uprising in Mexico, and Leslie Silko's Almanac of the Dead. Drawing on the feminist, literary and cultural theories of Donna Haraway, Carolyn Merchant, and Michel Foucault, Julia Kristeva, Edward Said, Annette Kolodny, and Joseph Meeker, I argue that contemporary Native American writers insist that readers question all previous assumptions about "Nature" as uninhabited wilderness and "nature writing" as realistic, non-fiction prose recorded in Waldenesque tranquility. Instead the work of writers such as Silko, Louise Erdrich, Simon Ortiz, and Joy Harjo is a "nature writing" which explores the interconnections among forms and systems of domination, exploitation, and oppression across their different racial, sexual, and ecological manifestations. I posit that literary critics and teachers who wish to work for a more ecologically and socially balanced world should draw on the work of all members of our discourse community in cooperative rather than competitive ways and seek to transform literary theory and practice by bringing it back into dynamic interconnection with the worlds we all live in--inescapably social and material worlds in which issues of race, class, and gender inevitably intersect in complex and multi-faceted ways with issues of natural resource exploitation and conservation.
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Moolla, F. Fiona. "Garciá Márquez, magic realism and language as material practice." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/18262.
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In this essay I examine the political implications of the shifts in definition of the term, "magic realism". Magic realism as it was originally employed in the Latin-American context signified a concept different to what it is currently held to suggest in metropolitan literary discourse. Magic realism in the first world has come to be regarded as a third world reflection of its own cultural dominant, postmodernism, without an acknowledgement of the alternative material realities which inform it. I investigate these ideas through an analysis of the work of two novelists, namely, the Colombian, Gabriel Garcia Marquez, and the American, John Barth. In a well-known essay titled "The Literature of Replenishment", Barth names Garcia Marquez as the foremost postmodern writer. This is deceptive, I argue, since although in the essay Barth presents postmodernist fiction as a political advance on the earlier styles of realism and modernism, his own fictional practice contradicts his claim. While in the essay Barth presents postmodernism as politically significant by virtue of its "democratic impulse", his novel, Chimera, seeks to avoid the political through a flawed understanding of textuality. Garcia Marquez's One Hundred Years of Solitude stands in stark contrast with Chimera since it underscores the political consideration central to discourse through stressing the text's material, historical context. This distinction between the two novels is brought to light particularly through the incremental differences in their use of the techniques of "narrative circularity" and repetition. I argue, furthermore, that Garcia Marquez's emphasis on language as a material practice is, at least in part, owing to the specifics of the style of magic realism. While postmodernist fiction, one of the cultural effects of an advanced capitalism, may slide ineluctably into notions of pure textuality, magic realism, constituted as it is at the interface of pre-capitalist and capitalist modes of production, compels an acknowledgement of the material world.
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Kanaouti, Sophia. "Social value of literary reading : reading as socio-political practice." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54261/.
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This thesis attempts to illustrate the links between literary reading, social agency and social change using a Cultural Studies approach that addresses the construction of the literary reader in the English and Greek context in the twentieth century. Via Althusser's notion of the Ideological State Apparatuses and Balibar and Macherey's views of literary reading exerting power over the reader, the thesis questions notions of literature as an institution of suppression. It uses Williams's and Bennett's work, which address the reader in more emancipating terms and attempts to move beyond even these writers' work, theorising the existence of three types of literature reader, connected with education as a social institution. These are the adequate reader, the dependent reader, and the performing reader. Reading as performance addresses social change. Linking the reader's experience of the text with the understanding of language and following from that the state of being conscious of the experience of social reality, the thesis recognises a relationship between Williams's structures of feeling, Althusser's notion of the imaginary relationship of the person with her conditions of existence, and Aristotle's contention that the product of imagination (phantasmd) is needed in order for the person to understand; starting from them, it theorises what it calls historical imagination, as the imaginary reality that takes on the validity of history (of something that is believed to have happened beyond doubt) in the minds of the readers. The importance of language as a social parameter of access is underlined by the examination of official documents regarding literary educational policy and assessment, spanning the twentieth century. Lastly and very importantly, Bhabha's work on what he called a 'third space', together with Hall's 'arbitrary closure' and hooks's notion of negotiation leading to 'repositioning' are also used; thus the thesis sees reading as a 'third space' of negotiation, which encourages re-negotiation and re-positioning.
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Cheung, M. P. Y. "Making readers : Theory and practice in modern writing." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377147.
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Martins, Kelly Cristina Costa [UNESP]. "Da leitura à literatura ao letramento literário: prática docente em foco." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/96468.
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martins_kcc_me_prud.pdf: 1299411 bytes, checksum: 7f18a0e8c23f798f2d725d586ca71438 (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Esta pesquisa está vinculada à linha de pesquisa “Infância e Educação” e discute o trabalho de uma professora do quinto ano do Ensino fundamental com texto literário em sala de aula. Para alcançar os objetivos propostos fizemos a priori um estudo bibliográfico que serviu como embasamento teórico e permitiu maior conhecimento do objeto proposto. Para a pesquisa de campo fizemos um estudo de caso do tipo etnográfico utilizando como instrumentos de coleta de dados: entrevista estruturada com a professora, observação em sala e filmagens das aulas de leitura com narrativa literária. Dos dados coletados compomos dois capítulos de análise desse material, um com ênfase na prática da professora e outro com as ações de letramento literário presentes em sala de aula. Os dados obtidos nos permitem enxergar, quão complexo é nosso objeto de estudo. Assim, dentro dos limites desta pesquisa podemos afirmar que as práticas criadas pela docente como a sacola da leitura, a caixa mágica de leitura, oficina de arte e poesia, fazem emergir uma prática leitora para além das atividades meramente escolares, como técnicas, regras e enrijecimento do aprendizado do aluno. A sacola da leitura é um recurso que favorece não só o letramento e a experiência literária das crianças, mas de toda a família, pois todos participam deste momento em casa. A caixa mágica dá vivacidade ao ato de ler. Ao se caracterizar antes da leitura do texto a professora cria um ambiente e gera expectativa nos alunos. A leitura se insere em um contexto preparado, personificado, em momento destinado a ela. A oficina de arte e poesia promovida pela docente mostra seu desejo de levar os alunos ao contato, ainda que limitado, às várias formas de textos e alguns artistas...
This research is linked to the research line Children and Education and discusses the work of a fifth grade teacher of Elementary with literary texts in the classroom. To achieve the objectives we have proposed a priori a bibliographical study that served as the theoretical basis and enabled greater knowledge of the object proposed. For the field research we did a case study using ethnographic tools as data collection, structured interview with the teacher, classroom observation and filming of the reading classes with literary narrative. Data collected compose two chapters of analysis of this material, with an emphasis on practice of the teacher and other actions with literary gifts of literacy in the classroom. The data obtained allow us to see, how complex it is our object of study. Thus, within the limits of this research we can say that the practice created by the teacher as the bag of reading, the magic box reading, poetry and art workshop, they emerge from a reading practice beyond the purely educational activities, such as techniques, rules and stiffening of student learning. The bag of reading is a feature that not only promotes literacy and literary experience for children but for the whole family, for everyone participating in this evening at home. The magic box gives vivacity to the act of reading. To be characterized before reading the text the teacher creates an environment and generates expectations on students. The reading is part of a prepared context, personified in time for her. The workshop of art and poetry promoted by the teacher shows his desire to lead students to connect ... (Complete abstract click electronic access below)
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Stein, Michelle. "Whisperers, feasts and Florence Nightingales : a collection of narrative literary journalism." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8124.
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Includes bibliographic references (leaves 88-91).Whisperers, Feasts and Florence Nightingales: A Collection of Narrative LiteraryJournalism comprises three pieces of narrative literary journalism and one essay oftheoretical analysis.
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Finer, Emily. "Viktor Shklovskii and Laurence Sterne : literary reception in theory and practice." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612072.
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Stamatakis, Chris. "'Turning the word' : Sir Thomas Wyatt and early Tudor literary practice." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496652.
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Banerjee, Rita. "The New Voyager: Theory and Practice of South Asian Literary Modernisms." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11044.
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My dissertation, The New Voyager: Theory and Practice of South Asian Literary Modernisms, investigates how literary modernisms in Bengali, Hindi, and Indian English functioned as much as a turning away and remixing of earlier literary traditions as a journey of engagement between the individual writer and his or her response to and attempts to re-create the modern world. This thesis explores how theories and practices of literary modernism developed in Bengali, Hindi, and Indian English in the early to mid-20th century, and explores the representations and debates surrounding literary modernisms in journals such as Kallol, Kavita, and Krittibas in Bengali, the Nayi Kavita journal and the Tar Saptak group in Hindi, and the Writers Workshop group in English. Theories of modernism and translation as proposed by South Asian literary critics such as Dipti Tripathi, Acharya Nand Dulare Bajpai, Buddhadeva Bose, and Bhola Nath Tiwari are contrasted to the manifestos of modernism found in journals such as Krittibas and against Agyeya's defense of experimentalism (prayogvad) from the Tar Saptak anthology. The dissertation then goes on to discuss how literary modernisms in South Asia occupied a vital space between local and global traditions, formal and canonical concerns, and between social engagement and individual expression. In doing so, this thesis notes how the study of modernist practices and theory in Bengali, Hindi, and English provides insight into the pluralistic, multi-dimensional, and ever-evolving cultural sphere of modern South Asia beyond the suppositions of postcolonial binaries and monolingual paradigms.
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Grant, C. B. "Literature as a form of social communication : literary theory and literary practice in the GDR in the Honecker era." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317954.
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Petronelli, Barbara Elizabeth. "“TO SECURE LITERARY CULTURE AND PROMOTE A SOCIAL FEELING”:RURAL OHIO CLUBWOMEN AS STEWARDS OF LOCAL LITERACY PRACTICE,1915." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1544379283827385.
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Wang, Mengling Wang. "Yutai xinyong and the Practice of Anthologization in Early Medieval China." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532054736983437.
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Grant, Colin B. "Literary communication from consensus to rupture : practice and theory in Honecker's GDR /." Amsterdam ; Atlanta (Ga.) : Rodopi, 1995. http://catalogue.bnf.fr/ark:/12148/cb36703124d.
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Whitehead, Bryony. "Silent tails : giving a voice to the voiceless : animal welfare in narrative literary journalism." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9010.
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Includes bibliographical references (74-75).This creative project offers three stories that explore the value and objectives of animal welfare using the genre of narrative literary journalism. The project required extensive fieldwork specific for each article, as well as the careful analysis of the style and history of narrative literary journalism. I have also written a short essay reflecting on the process of writing these articles which clarified for me the learning curve that I have experienced on this project.
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Bacino, Meghan E. "Genre, practice, and the composition classroom what students learn about language and community discourse practices through a pedagogy of genre awareness /." Diss., Connect to online resource - MSU authorized users, 2008.
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Kreun, Alexis. "Translating Theater: An Introduction to the Theory and Practice of Translating Literary Texts." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297662.
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The following two plays were originally written in Spanish by Professor Ana Perches. They focus on historical and contemporary issues in Mexican-American society and contain interesting perspectives into events such as the Mexican Revolution and the Vietnam War. These works, which initially were available only to Spanish-speaking audiences, have been translated so that monolingual English speakers can now better understand and appreciate the culture of our neighbors to the south. In addition to the two plays, this thesis includes a reflection upon the theory of translation involved while completing this project and a presentation of the challenges confronted.
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Heilman, Elliot Richard. "The Public Faces of Estridentismo| Socializing Literary Practice in Postrevolutionary Mexico, 1921-1927." Thesis, Northwestern University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705264.
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This study examines the ways in which Mexican literary elites, or literatos, sought to engage new readers and expand the reach of their literary practice in the 1920s. Specifically, the analysis focuses on the efforts of Manuel Maples Arce (1898–1981) and Germán List Arzubide (1898–1998) to publicize the vanguard aesthetic movement known as Estridentismo between 1921 and 1927. During the 1920s, as Mexicans reconstructed a nation that had been torn asunder by the violence and upheaval of the Mexican revolution (1910–1920), Maples Arce and List Arzubide sought to expand the relevance of their literary efforts to communities that included more than just other literary elites.
In seeking to resonate with broader reading publics, the Estridentistas turned to manifestos, illustrated magazines, books, and literary journals—the genres of literary publicity available to literatos at the time. I understand the discursive products of these engagements as Estridentismo's "public faces," a term I use to analyze the ways in which Maples Arce and List Arzubide engaged with social expectations about who literatos were or why they mattered.
The first half of this study focuses on Maples Arce's time in Mexico City from 1921 to 1925. By analyzing Estridentismo's founding manifesto and Maples Arce's regular appearances in the magazine El Universal Ilustrado, I show the difficult and limited ways in which Estridentista social engagement emerged. The second half centers on List Arzubide's reenvisioning of Estridentismo's social mission after leaders of the movement relocated to the provincial capital of Xalapa in 1926. In this second phase of the movement, List Arzubide made addressing nonelites a fundamental part of Estridentista literary practice and, in many ways, drastically altered the public faces of Estridentismo.
I argue that despite these important differences, Maples Arce and List Arzubide were both committed to socializing their aesthetic practice and resonating with new readers at a moment in which few literatos explicitly addressed anyone but other literatos. By focusing on the development of the public faces of Estridentismo, this dissertation shows how a small group of iconoclastic poets helped to reimagine literary practice by publicizing their aesthetic rebellion to a nation emerging from civil war.
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Barry, K. M. "Language, music and the sign : A study in aesthetics, poetics, and poetic practice form Collins to Coleridge." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377253.
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Duncan, Andrea. "The risk of authenticity : Jung's transcendent function in examples of women's visual and literary practice." Thesis, University of East London, 2001. http://roar.uel.ac.uk/3569/.
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In this thesis an investigation of Carl Gustav Jung's transcendent function will be undertaken in relation to women's processes of individuation. These processes will be examined through creative activity in the visual and literary arts. The work of a number of women artists and writers will be considered in order to understand better, the particular qualities of the transcendent function within creative practice and its importance to women's individuation. In the examination of the transcendent function within women's creative activity, the role of visual metaphor will be emphasised in its capacity to carry a specific articulation; feminine and phenomenological, which addresses issues of gender in women's individuation. In exploring the historical and contemporary context of the transcendent function as it relates to both the imaginary and rational capacity of the psyche, as Jung understood it, the early influence of Immanuel Kant's transcendent within the Critique of Judgement will be considered. This will include reference to contemporary revisions of Kant, undertaken by Luce Irigaray and Christine Battersby. An important development in the thesis will be the concept of phenomenological ecriture. With this concept we will re-visit the position of the mother in issues of women's individuation by considering a conscious, early rapport of the infant with the maternal face. This argument, supported by references to the earlier work of D.W Winnicott, Helene Cixous and Julia Kristeva, will be developed and expanded upon by the further consideration of what women's selfhood might entail if a retrieval of the maternal regard includes an archetypal component. Here, C.G Jung will be referred to again, as will James Hillman and the later work of Luce Irigaray. Throughout, and with reference to both Kant and Jung, the aesthetic and moral issues within the transcendent will be investigated in relation to women's exploration of self through creative forms of individuation. In considering the aesthetic, references will be made to the phenomenological philosophy of Maurice Merleau-Ponty and a number of particular references within the work of Walter Pater, Roland Barthes and Adrian Stokes. Using particular case studies in women's visual and literary practice, a further perspective is brought to bear on current issues within both Jung's concept of individuation as it relates to women, and within feminist aesthetics and its prevailing understanding of the language and forms of women's authentic articulation.
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Al-Hashmi, Adbullah Musallam Ali. "Teaching literary texts at the secondary stage in the Sultanate of Oman : planning and practice." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/22144.
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This study is an investigation into some questions regarding the teaching of Arabic literary texts in secondary schools in the Sultanate of Oman. Literary texts carry a significant weight in the Arabic curriculum at the secondary stage and are expected to achieve multiple goals. The study examines the teaching of literary texts in general and focuses on the teaching of poetry texts in its fieldwork. The Introduction outlines the scope of the study and raises the relevant questions. Chapter One investigates the educational value of teaching literature. It describes the ancient and modern Arab educationists' perspectives on the aims of teaching literature and discusses the different aspects of its value to society and the individual, including the development of language, moral education, human experience, knowledge and enjoyment. Chapter Two discusses the selection of the content of the literary texts syllabus. The various criteria for the selection are discussed with special reference to those set by some modern Arab educationists. The discussion covers principles relevant to the nature of the subject, pupils and society. Chapter Three analyses the constituent elements of the literary texts syllabus at the secondary stage: the goals, the content and teaching approach. Chapter Four outlines the procedures followed in the fieldwork of the study. It describes how the questionnaires were compiled, tested for validity and reliability, and then applied. In Chapter Five the findings from the first questionnaire - the problems of studying poetry texts - were presented and discussed. Different types of problems in studying poetry texts were revealed, in both planning and practice. The reasons for such problems were discussed in five categories: (1) the pupils' role: (2) the nature of the poetry texts; (3) the teacher's role; (4) the content of the programme of poetry texts; and (5) the relationship between literary texts and other parts of the Arabic teaching curriculum. Chapter Six presents and analyses the findings from the second questionnaire - poetry genres and forms. It appeared that secondary stage pupils prefer certain types of poetry genres that are not necessarily congruous with those seen as appropriate by their teachers and the inspectors and experts. In reverse, the set texts did not always match the pupils poetry preferences. The thesis is wound up with suggested remedies and improvements as well as recommendations for further studies in this aspect of education.
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Goodman, Michael. "Illustrating Shakespeare : practice, theory and the digital humanities." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/97016/.
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The Victorian era was the 'Golden Age' for Shakespeare illustration. Between 1939 and 1880 thousands of illustrations were produced within many different editions of Shakespeare's Complete Works. What is so fascinating about these illustrations is that they have, historically, been widely neglected by academic scholarship. These editions, which were hugely popular in the Victorian era, are a very important part of our cultural heritage and, indeed, our construction of Shakespeare's plays as we understand them today. The 'Victorian Illustrated Shakespeare Archive' is centered on the four major Victorian illustrated editions of Shakespeare's Complete Works and makes available online over 3000 of these illustrations in an open-access database. The archive is available online at 'ShakespeareIllustration.org' and will allow researchers and members of the public to explore a rich image archive and to ask new questions about this material: for example, 'how did the Victorians portray certain characters and plays pictorially and does this portrayal differ throughout the Victorian era?' Alongside such questions, the archive, more broadly, allows users to explore and interrogate the complex relationship that exists between the page and the stage, between word and image and between the past and the present. Underpinning the project is my strong belief that an online academic resource can be both scholarly rigorous and user-friendly. Further, the archive uses social networking to enable a community of users to discuss the images and to collaborate in exciting new and unforeseen ways. This thesis explores the implications around the creation of such work.
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Martins, Kelly Cristina Costa. "Da leitura à literatura ao letramento literário : prática docente em foco /." Presidente Prudente : [s.n.], 2011. http://hdl.handle.net/11449/96468.
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Orientador: Renata Junqueira de SouzaBanca: Rildo José Cosson Mota
Banca: Ana Lúcia Espíndola
Resumo: Esta pesquisa está vinculada à linha de pesquisa "Infância e Educação" e discute o trabalho de uma professora do quinto ano do Ensino fundamental com texto literário em sala de aula. Para alcançar os objetivos propostos fizemos a priori um estudo bibliográfico que serviu como embasamento teórico e permitiu maior conhecimento do objeto proposto. Para a pesquisa de campo fizemos um estudo de caso do tipo etnográfico utilizando como instrumentos de coleta de dados: entrevista estruturada com a professora, observação em sala e filmagens das aulas de leitura com narrativa literária. Dos dados coletados compomos dois capítulos de análise desse material, um com ênfase na prática da professora e outro com as ações de letramento literário presentes em sala de aula. Os dados obtidos nos permitem enxergar, quão complexo é nosso objeto de estudo. Assim, dentro dos limites desta pesquisa podemos afirmar que as práticas criadas pela docente como a sacola da leitura, a caixa mágica de leitura, oficina de arte e poesia, fazem emergir uma prática leitora para além das atividades meramente escolares, como técnicas, regras e enrijecimento do aprendizado do aluno. A sacola da leitura é um recurso que favorece não só o letramento e a experiência literária das crianças, mas de toda a família, pois todos participam deste momento em casa. A caixa mágica dá vivacidade ao ato de ler. Ao se caracterizar antes da leitura do texto a professora cria um ambiente e gera expectativa nos alunos. A leitura se insere em um contexto preparado, personificado, em momento destinado a ela. A oficina de arte e poesia promovida pela docente mostra seu desejo de levar os alunos ao contato, ainda que limitado, às várias formas de textos e alguns artistas ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research is linked to the research line "Children and Education" and discusses the work of a fifth grade teacher of Elementary with literary texts in the classroom. To achieve the objectives we have proposed a priori a bibliographical study that served as the theoretical basis and enabled greater knowledge of the object proposed. For the field research we did a case study using ethnographic tools as data collection, structured interview with the teacher, classroom observation and filming of the reading classes with literary narrative. Data collected compose two chapters of analysis of this material, with an emphasis on practice of the teacher and other actions with literary gifts of literacy in the classroom. The data obtained allow us to see, how complex it is our object of study. Thus, within the limits of this research we can say that the practice created by the teacher as the bag of reading, the magic box reading, poetry and art workshop, they emerge from a reading practice beyond the purely educational activities, such as techniques, rules and stiffening of student learning. The bag of reading is a feature that not only promotes literacy and literary experience for children but for the whole family, for everyone participating in this evening at home. The magic box gives vivacity to the act of reading. To be characterized before reading the text the teacher creates an environment and generates expectations on students. The reading is part of a prepared context, personified in time for her. The workshop of art and poetry promoted by the teacher shows his desire to lead students to connect ... (Complete abstract click electronic access below)
Mestre
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Heine, Martin Alfons. "Versus the vox populi reflections on the practice of art as a quest for liberation /." Connect to full text, 2003. http://hdl.handle.net/2123/640.
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Thesis (Ph. D.)--University of Sydney, 2004.Title from title screen (viewed 5 May 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Sydney College of the Arts. Degree awarded 2004; thesis submitted 2003. Includes bibliographical references. Also available in print form.
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Darrie, Stephanie Mary. "The editorial work and literary enterprise of Louis Aime-Martin." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97093.
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This thesis offers a new perspective on the cultural contribution of Louis Aimé-Martin, best known as the principal editor of Bernardin de Saint-Pierre. The thesis begins in chapter 1 with a critical analysis of the posthumous edition of Bernardin’s Essai sur J.-J. Rousseau. This text, singled out by the scholar, Maurice Souriau, as an exemplar of Aimé-Martin’s editorial negligence, introduces a theme sustained throughout chapter 2. This study of part of the Correspondance de J.-H. Bernardin de Saint-Pierre, in revealing Aimé-Martin’s emotive handling of the manuscripts he works from, leads to a necessary consideration of other, more objective editorial ventures in chapter 3. Attention turns from Bernardin’s legacy to an investigation of Aimé-Martin as a reputed authority on the lives and works of a host of French personalities from across the centuries. In light of those undertakings independent of Bernardin, the following chapters go on to broaden our understanding of Aimé-Martin, revealing some of his own literary endeavours. Reflections on the Lettres à Sophie sur la physique, la chimie et l’histoire naturelle (1810) in chapter 4, and Raymond (1811) in chapter 5, testify to Aimé-Martin’s interest in contemporary issues from feminine pedagogy to the moralisation of the peasant class. Such concerns eventually culminate in the philosophy of the Education des mères (1834), considered in chapter 6. It is this œuvre, with its promotion of a new, more accessible spirituality and its proposed revisions of the educative system, which truly sees Aimé-Martin engage with the socio-political agenda of his day. Chapter 7 looks further, then, at Aimé-Martin’s immersion in the cultural community of his time, drawing in particular on the revelations of his correspondence with Alphonse de Lamartine. The renowned editor is thus shown to be a transitional figure, holding a torch for the memory of an eighteenth-century icon while also shining a light of hope and inspiration for the people of the early decades of the nineteenth.
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Olive, Sarah Elizabeth. "Shakespeare valued : policy, pedagogy and practice in English education, 1989-2009." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2905/.
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This thesis examines the value of Shakespeare in the domains of policy, pedagogy and practice in English education from 1989 to 2009. Rather than seeking to evaluate his worth, it focuses, in particular, on the processes, institutions and discourses through which his value is constructed. The early chapters establish a lack of existing, critical, interdisciplinary research into Shakespeare in education; offer an overview of the historic context leading up to the playwright’s establishment in the National Curriculum for English as its only compulsory author; and review his place in the education policy of Conservative and Labour governments during the past two decades. Later chapters investigate the value of Shakespeare as constructed in three distinct pedagogies (literary-critical, active methods, and contextual); the inter-relation of his value as constructed in the curriculum, theatre and heritage education departments, popular culture, and academia. It argues that Shakespeare’s tenacity in holding onto a premier position in English education derives largely from the diverse, dispersed, yet interconnected, representations of his value.
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Stratman, Gregory J. "The literary language of William Dean Howells in theory and in practice : the evolution of a career /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737860.
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Anderson, Peter J. "Verse-scraps on attic containers and the practice of the [skolion], the material evidence in its literary context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq21981.pdf.
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Wallace, Brendan. "The origins of British Modernism : a study of literary theory and practice from Walter Pater to Ezra Pound." Thesis, University of Glasgow, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301510.
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Bui, Linh-Hue. "Theory and practice in twentieth-century Vietnamese kí : studies in the history and politics of a literary genre." Thesis, Keele University, 2016. http://eprints.keele.ac.uk/3217/.
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Kí is a special genre in Vietnamese literature which embraces many subgenres of nonfiction which are classified in Western literature under such headings as diary, memoir, travelogue, biography, autobiography, and reportage. Within the twentieth century, kí has experienced many ups and downs before, during and after the Vietnam War. In this dissertation, from the angle of cultural studies which see genres both as historical products and a representation of subjectivity which resists to the assimilation of collective memory, I will investigate the theory and production of kí in the twentieth–century Vietnamese literature in order to find out the hidden mechanism which control the up and down and the variation of kí. The theory and practice of kí in North Vietnam since 1945 to the 1986 Reform, and the performance of kí in South Vietnam during the Vietnam War, as well as the return of kí to be a democratic genre in North Vietnam after the 1986 Reform, will be investigated to clarify how a genre, as a historical product, reacts to different rhetorical strategies in different historical situations.
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Anderson, Peter John. "Verse-scraps on attic containers and the practice of the 'skolion': The material evidence in its literary context." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/9701.
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The symposion is the most frequently represented artistic theme on Attic red-figure containers of the Archaic period. Within this fundamental theme lie several sub-themes, many of which we know from literary sources--of this period and later--to have been the defining activities of the symposion: wine, entertainment (dancing, music and song), conversation and last, but certainly not least, sex. One activity in particular portrayed on these containers is the singing of a poem, a practice which soon came to be known as singing the $\sigma\kappa\acute o\lambda\iota o\nu,$ or $\acute\eta\ \pi\alpha\rho o\acute\iota\nu\iota\alpha\ {\buildrel{,}\over{\\omega}}\grave o\acute\eta,$ a term which, it is argued, we can properly extend back to the Archaic period. These visual representations of sympotic singing offer a valuable record of the public performance of poetry in Archaic Greece, and offer a glimpse into the mechanics of the practice of the $\sigma \kappa \acute o \lambda\iota o\nu$. A small group of containers (numbering about fourteen) also record the song itself--at least in part--by means of dipinto (or once, incised) inscriptions; some of these verse-scraps have been paralleled to surviving poetry of the period. This thesis catalogues and examines these containers and their inscriptions as evidence, after examining in detail the surviving literary record, for the practice of the $\sigma\kappa\acute o\lambda\iota o\nu$. Original solutions for previously misunderstood verse-scraps are proposed and two containers preserving verse-scraps are identified for the first time as records of $\sigma\kappa o\lambda\acute\iota\alpha.$ It is concluded that, while this small group of containers cannot be entirely representative of the total body of surviving material evidence for the practice of the $\sigma\kappa\acute o\lambda\iota o\nu$, there are striking parallels between the artistic and literary records which call for attention of a wider scope.
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Major, Richard John Charles. "Reforming the imagination : Protestant dogma in English literary thought and practice from the Elizabethan Settlement to the Civil Wars." Thesis, University of Oxford, 1991. http://ora.ox.ac.uk/objects/uuid:5d7d6b72-4ee8-4379-8fe7-f87f43643fa0.
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This is a study of some literary aspects of English thinking during the eighty years from Elizabeth's Settlement of religion to the Civil Wars. The central thesis is that there is a shift in the images the English Protestant mind uses for its own acquisition of knowledge: from images of public and visible entities, lit by the ubiquitous sunlight of authority and reason, to images of direct cognisance by the self, lit by internal Promethean light. As this image of inner light is primarily an image of reading, there is an imaginative, and thus exegetical, identification of the inspired reader with the meaning or Voice' within the text. This identification is exploited by the more radical Protestants, the party in favour of further reform, to rebut the negative aspersions of scepticism, and the positive aspersions of Catholic polemic; especially in poetry that means to vindicate the truths of Protestant dogma, which is notionally read from the Bible, by replicating and extending the experience of inspired reading. Protestants are ambivalent about the legitimacy of such 'divine' literature, but nevertheless Nosce teipsum, New Atlantis, Sidney's Arcadia, Paradise Lost and even Robinson Crusoe are shown to employ this Protestant mode of inspired defence. In the first of three parts, English Reformation uses of the word imagination are distinguished, and the Protestant faculty of inspiration is shown to be a function of the secondary imagination. Part II discusses the Protestant ambivalence about human artifice on the edge of Scripture; such artifice is necessary to make the Bible work as Protestantism wants, but its existence compromises the Bible's character as a self-sufficient and self-interpreting oracle. This dilemma is demonstrated in the actions of English iconoclasm, and in English attitudes to illustrations of the Bible, Bible translation, and authoritative exegesis. In Part III, this same ambivalence is apparent in the theory and practice of literature, as evidenced by the writings of Jewel, Whitaker, Sidney, Greville, Hooker, Bacon, Sir John Davies, and Milton.
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Wirtz, Jason. "Poets on inventing revisioning invention theory, practice and pedagogy within rhetoric, composition, English education and creative writing /." Diss., Connect to online resource - MSU authorized users, 2008.
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Docherty, Paul J. "Developing literary Glasgow : towards a strategy for a reading, writing and publishing city." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28083.
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Since the 1990s, urban cultural policy in the UK has been bound to the cause of urban regeneration. Much has been written in examination and critique of this relationship, but what happens when the direction of strategic attention is reversed and civic leadership seeks to regenerate culture itself? The city of Glasgow, having made capital of culture over many decades, has moved towards a strategy for the development of literary Glasgow. This thesis documents a search for those factors crucial to that strategy. The research focuses on literary Glasgow as one aspect of the city’s cultural sector; identifies and examines gaps in the relationship between the civic cultural organisation and literary communities; and highlights those elements vital to the formation of a strategy for development of the literary in Glasgow. An extended period of participatory ethnographic research within the Aye Write! book festival and Sunny Govan Community Radio, is supplemented with data from interviews conducted across the literary sector and analysis of organisational documentation. Through these a gap has been identified between the policies and operations of a civic cultural organisation, and the desires of those engaged within the literary community. This gap is caused, in part, by the lack of a mechanism with which to reconcile contrasting narratives about the cultural essence of the city, or to negotiate the variations in definitions of value in relation to cultural engagement. The interdisciplinary approach builds upon insights from existing work within publishing studies, cultural policy, complexity theory and organisational studies to construct an understanding of the dynamics of Glasgow’s literary sector. This reveals the need for a framework in support of a landscape of practice, a desire for the placement of boundary objects to facilitate engagement, and the significance of value in relation to participation in literary activity. This work informs a strategy for literary Glasgow and contributes to conversations on strategies for cultural development in other cities.
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Bennett, Matthew. "The ethos and practice of warfare in the High Middle Ages c.1050-c.1250 : a military, social and literary study." Thesis, University of Northampton, 2010. http://nectar.northampton.ac.uk/3589/.
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The purpose of this thesis is to explore the nature of military behaviour during the High Middle Ages, in what is normally called the Age of Chivalry. I am not entirely comfortable with this appellation, which is why I have chosen to discuss the ethos and practice of warfare. My focus is essentially on the societies of north-western Europe which displayed certain characteristics in warfare, which they exported into the Mediterranean region and further east. It is somewhat of a simplification to describe this military culture as that of 'knight and castle'; but it is a convenient starting point. In what follows I have drawn together fourteen of my published articles over the period 1982-2005, in order to present my interpretation of the main strands that can be identified in warfare between 1050 and 1250. Although I continue to be research active and have published, or I am still in the process of publishing, half-a-dozen articles over the last five years, I felt that I could best present a coherent thesis from the pieces which I have selected.
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Farrington, Grace. "Shared reading : a practice-based study of The Reader Organisation reading model in relation to Mersey Care provision and the English literary tradition." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/18917/.
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This thesis is a study of the literary practice of shared reading as practised by The Reader Organisation (TRO) in its Get into Reading (GIR) project. The first and shorter half of the thesis offers an introductory location of the key elements of GIR practice within TRO’s sense of the English literary tradition. The first two chapters thus examine the foundations for the reading of poetry (in chapter one with regard to the Elizabethan lyric) and prose (in chapter two in relation to Victorian realism) within GIR. Part two investigates the actual praxis of shared reading aloud in groups. Chapters three to five provide an account of the methodology and findings of research into the practice of GIR. ‘Bibliotherapy’ is problematised here as a term which, whilst it appeals to the idea of the relevance and use of books, and points to the existence of a place for reading within a specifically prescribed area, also risks narrowing down the idea of the shared reading model. Chapters three and four, forming the central part of the thesis, set out the terms of a literary-critical analysis of transcripts collected from GIR sessions, and outline the discovery within these transcripts of evidence of a varied model of literary thinking prompted by the reading-group leaders trained by TRO. Chapter three concentrates on the group-session transcripts; chapter four on individual case-studies across sessions. These chapters provide the focus for the thesis as a study of the non-specialist responses of real readers to what literature is. A toolkit is offered to identify certain tools and values that are implicit within the experience. It is to be hoped that future studies might refine, correct, or build upon the analyses set out in these chapters in particular through the use of established formal techniques such as conversation and discourse analysis. But the initial aim here was to investigate the phenomena in literary terms ahead of any such alignment with the categories of linguistics. In chapter five the findings of the present study are consolidated through a series of individual interviews with a number of the participants, offering their experience at another level and in reflective aftermath. Increasingly GIR is being introduced as a form of intervention within modern mental health care, and the thesis closes with a consideration of the place of shared group reading within the context of health and the languages of cure or therapy.
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Salter, Tiffany M. "Decolonizing Forms:Linguistic Practice, Experimentation, and U.S. Empire in Asian American and Pacific Islander Literature." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494246148681761.
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Frett, Marsha Diana. "Snapshots : three children, three families - literacy at home, in the community and at school." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4075.
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The purpose of this study was to document the literacy practices of three 5-7 year old
boys who were in the formative stage of formal schooling. The study took place in the British
Virgin Islands, a group of 60 or so islands, cays, and islets located in the Caribbean. I examined
these boys’ literacy practices in three contexts — home, community and school. Through
observations, interviews and samplings of conversations at home, I found that school literacy
dominated all three contexts and was used similarly in all three contexts. Additionally, parents
were consciously reinforcing school literacy in the home. The three boys were reading, writing,
speaking and listening at their expected grade level and appeared to be steadily progressing.
Religion appeared to play an important role in supporting the children’s literacy development,
consistent with the country’s Christian heritage. As previous research in other contexts (e.g.,
Marsh, 2003) has shown, home and community literacy practices remain largely unrecognized
and untapped at school.
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Micke, Marina Kai-Ina. "'Wechselschritt zwischen Anpassung und aufrechtem Gang' : negotiating the tensions between literary ambition and political constraints at the Institut für Literatur 'Johannes R. Becher' Leipzig (1950-1990)." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/wechselschritt-zwischen-anpassung-und-aufrechtem-gang-negotiating-the-tensions-between-literary-ambition-and-political-constraints-at-the-institut-fur-literatur-johannes-r-becher-leipzig-19501990(c259d032-f129-4373-a6ef-f8acaf48c4c0).html.
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This thesis explores how the Institut für Literatur ‘Johannes R. Becher’, an East German institution for the training of writers, negotiated tensions that arose from the conflicting demands between literary and political values. The Institute had the objective to foster emerging literary talents according to the socialist ideal of a working writer, but often found students and staff drawn towards more autonomous literary values that were incompatible with the views of the East German Socialist Unity Party. As a result, the Institute’s practices fluctuated between toeing the party line and pursuing literary ambitions. An overview of the existing scholarship shows that the Institute and its function have been highly politicised and hardly subjected to analyses that allow for a more nuanced appraisal of its practices. As a result, the study of the Institut has not been able to transcend the binary differentiation between assent and dissent and the Institute is either presented as a liberal haven or an orthodox academy with little artistic value. This thesis addresses this issue by applying Bourdieu’s’ theory of cultural production, more specifically his notion of field, capital and habitus, to the study of the Becher Institute. Three case studies that form the core of this dissertation investigate how cultural capital in its institutionalised, embodied, and objectified form was accumulated, converted and exchanged by the Institute, how it tried to reconcile the tensions between cultural policy and creative aspirations and how these tensions affected the Institute’s common habitus. The first case study will show how the Institute’s founding shaped the institutionalised capital it represented and question the importance that has been attributed to prominent political figures during the founding process. The second case study examines the role of the lecturer and the influence their embodied capital had on the Institute. Two lecturers, working writer Werner Bräunig and poet Georg Maurer, and their representation of the Institute’s multiple habitus will be the focus of the analysis. The third and final case study is dedicated to objectified cultural capital in the form of the Institute’s publications during the 1970s. The Institute’s orthodox publications have so far been overlooked by scholars in favour of its more controversial literary output, which gives a misleading impression of the Institute’s literary output that I aim to amend. By developing a sociological framework for the study of the Institute, this thesis is able to investigate the Institute and its practices as a social and literary space under the watchful eye of the Socialist Unity Party, without denying its pedagogical and cultural dimensions. The findings will reveal a deeply conflicted institution that struggled throughout its existence to resolve the tensions between literary ambitions and political restraints as well as the contradictions within the literary field itself.
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Winterwood, Fawn Christine Phelps. "Literacy, identity, and digital youth culture understanding the cultural ecology of informal digital literacy practices /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212410327.
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Macklin, Victoria Ursula. "The power of the breast and cane : how literary mother-figures challenged social constructions of femininity 1787-1825." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4221/.
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This study seeks to explore how social constructions of femininity during the Romantic Period were challenged in literature by proto-feminists in such a way as to form a revised feminine ideal of which both radical and conservative women could approve. It is an exploration of both nurturing (the figurative breast) and punitive maternal power (the figurative cane) as portrayed in Mary Wollstonecraft’s novellas, Mary and Maria, Amelia Opie’s Adeline Mowbray, and Charlotte Smith’s Celestina. As these three authors’ social circles overlapped, they shared many of the same convictions, facilitating the analysis of the style and method of expressing these ideals. It is indisputable that women of the period were allotted some authority over their own children. However, the avenues of self-empowerment open to childless women have hitherto been overlooked. According to novels of the time, did women have any power over their own destinies? Did they have any socially acceptable power over men? This study’s aim is to discover if maternal authority was posed as an empowering tool for all women by tracing how it is being defined by Wollstonecraft in Thoughts on the Education of Daughters through an evolution from the overtly didactic style of works written for teachers and children (such as her Original Stories from Real Life) to the slightly more covert style of her two novellas, Mary and Maria. The similarity between the treatments of these two very different readers is carried forward through the examination of the other two authors (Opie’s Tales of the Pemberton Family and Adeline Mowbray; and Smith’s Rural Walks and Celestina). This study has found that all three authors commend the wielding of maternal power to their readers. The maternal voice of these authors and the portrayal of more traditional maternal roles in their didactic works for children and teachers draw parallels between this persuasive style and the style of the works written for adults seeking entertainment (rather than enlightenment). The authors’ treatment of these two categories of readers traces the use of maternal power as a tool for influencing the perception of the social status quo and indeed suggests a reification of maternal authority in order to empower the contemporary reader. Through copious examples in all of the texts, maternal power (even punitive power) is shown to be innocuous enough to challenge social constructions of femininity within the confines of prescribed socially acceptable behaviour detailed by the novelists themselves. These novelists therefore offer the reader an alternative interpretation of maternity by liberating the act of mothering from the biological state, in order to examine social maternity and its implications for proto-feminism.
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Abubaker, Fatma Mohamed Hassen. "The road to possibilities : a conceptual model for a program to develop the creative imagination in reading and responding to literary fiction (short stories) in Libyan English as a Foreign Language (EFL) university classrooms." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8566/.
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Reading and understanding texts in English is problematic for university EFL students in Libya, and processing English literature is even more so. Some of these difficulties are related to teacher-centered approaches that focus on form, accuracy, and translation rather than on students’ abilities to make meaning. The aim of this study is to determine an instructional approach to help Libyan EFL university students learn to read and respond to fiction (short stories) by drawing on their imagination. Therefore, this study set out to explore the role of the imagination in meaning making in education (Vygotsky, 1930; Dewey, 1938; Egan, 1992; Craft, 2005), the role that literature plays in Libyan culture (in both its oral and written forms), the role of education in Libya and the place of English therein, and the challenges of reading in a second language (English). By analyzing the literature on the imagination and its role in learning, on reading processes in L1 and L2, on Reader-Response Theory, and on the process of meaning making in literature, I was able to answer the first research question, namely how the imagination could be stimulated and developed to extend Libyan EFL students’ abilities to read and respond to short stories. Then I synthesized that analysis into a conceptual model. Features of the imagination that have been conceptualized in the model for imaginative reading and meaning making include: schema (background knowledge and experience); the interactive theory of reading; the role of the imagination in learning (meaning making), which includes an intellectual faculty or ‘analytical thinking’ and an emotional faculty or what is called ‘intersubjectivity’; the Zone of Proximal Development (ZPD); and possibility thinking. The next stage was to demonstrate that this model could be applied to the design of a reading program which makes a transition from a teacher-centered and translation-centered approach to reading literature (short stories) to a student-centered and interactive approach. The study relates the model to the literature on syllabus design to set up a framework for selecting and grading texts into five levels. I drew on the literature for interactive task design and standard EFL approaches of teaching reading to design lesson plans for the five stages of the program. The study concludes by suggesting that for the successful implementation of the model, there is a need for a shift in attitudes to more interactive approaches that facilitate meaning making. It also suggests conducting a series of workshops to introduce interactive teaching approaches and provide teachers with techniques for dealing with the challenges of shifting from teacher-centered to student-centered teaching. Finally, the thesis provides ideas on how to further the current research by evaluating the effectiveness of the program through empirical enquiry.
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Altus, Jillian. "Sponsoring Literacy in the 21st Century: Understanding the Influence of Out-of-School Literacy Practices in Student Lives." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563295685474447.
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Souza, José Augusto de. "A poesia do sertão : um desejo de articulação de saberes." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/6443.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESThis work presents a proposal for research and improvement of the practices of reading, textual production and reader formation, under the perspectives of contextualization, pertinence of the literary text in the school context, intertextuality, communicative relevance and social practice. It was developed based on the proposal of Maria da Gloria Bordini and Vera Teixeira de Aguiar concerning the formation of the reader, as well as from what formulated RildoCosson in relation to literary literacy. It is proposed here a didactic practice of reading and production from poetry, with the presentation of eight poems with “sertaneja” theme, and highlighting the student reality itself, provide for students of Elementary School (6th grade) the understanding of literature and its social function. The methodology adopted offers activities that aim at the formation of proficient reading and the appropriation of writing, based on the basic sequence of literacy, combined with the receptive method and the use of technological resources, for exampleWhatsApp. Finally, it intends to take the reality of the student into the classroom in a creative, pleasant, dynamic way, from the focus on the theme of “sertão”.
Este trabalho traz uma proposta de investigação e aprimoramento das práticas de leitura, produção textual e formação do leitor, sob as perspectivas da contextualização, pertinência do texto literário no âmbito escolar, intertextualidade, relevância comunicativa e prática social. Ele foi desenvolvido à luz da proposta de Maria da Glória Bordini e Vera Teixeira de Aguiar concernente à formação do leitor, bem como a partir do que formulou Rildo Cosson em relação ao letramento literário. Propõe-se aqui uma prática didática de leitura e produção a partir da poesia, com a apresentação de oito textos poemas com temática sertaneja, com a finalidade de, destacando a própria realidade discente, proporcionar aos alunos do Ensino Fundamental Maior (6º ano) o entendimento de literatura e sua função social. A metodologia adotada oferece atividades que visam à formação da leitura proficiente e à apropriação da escrita, a partir do modelo de sequência básica do letramento, aliado ao método recepcional e à utilização de recursos tecnológicos, de que é exemplo o WhatsApp. Intenciona, enfim, a partir do enfoque à temática do sertão, levar para a sala de aula a realidade do discente, de modo criativo, prazeroso, dinâmico.
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Doyle, Carletha Y. Smith Brooks Sharon. "The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/carletha_y_smith/doyle_carletha_y_200908_EDD.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).
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Cappelletti, Emerson. "Discurso literário e ensino: caminho para a formação do leitor literário." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14634.
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The publication of the Portuguese Language National Curricular Parameters (Parâmetros Curriculares Nacionais PCN) (BRASIL, 1998) for primary education represented a significant stride in reading education in Brazil. Where the underlying learning methodology had once relied on a compendium of literary excerpts models of good writing and reading today journalistic and daily life narrative genres constitute the primary source for the administration of pedagogical activities. The progress secured through this new approach finds no corresponding equivalent in literary education, given the apparent decline of literature s centrality within the curricular parameters of schools and society. Add to the sparse didactic guidance provided in the official document the scarcity of academic research on literary education and discourse. Therein lies the principal objective of this study aimed at corroborating shared designated reading within the framework of the PCN. To this end, we proposed the full application of a didactic sequence, the development of which is driven by theoretical aspects of the Education, Linguistics, and Pragmatics of literary discourse. The strategy gave rise to undertaking a full reading of the British story Alice in Wonderland, translated into Portuguese by Ana Maria Machado. Two groups of students were formed, one which read the story without supervision and another monitored by the researcher as the story was read out loud. We proceeded to compare the results of the study with a view to demonstrating our hypothesis that those students supervised by the researcher and teacher and guided by the didactic sequence displayed greater progress in respect of the literary work s key textual and intertextual elements. We concluded that our hypothesis holds, insofar as shared reading guided by the didactic sequence emerged as an important tool for literary teaching and learning in schools
A publicação dos PCN de Língua Portuguesa (BRASIL, 1998) para o ensino fundamental marcou um considerável avanço no tocante ao ensino da leitura no país. Se antes esse ensino estava centrado na análise de um compêndio de excertos literários modelos para o bem escrever e ler -, hoje encontra nos gêneros textuais jornalísticos e cotidianos sua principal fonte para a elaboração de intervenções pedagógicas.. Os avanços empreendidos por essa mudança não encontram correspondentes no ensino da leitura literária, já que a literatura parece ter perdido sua importância dentro dos parâmetros curriculares, da escola e da própria sociedade. Some-se, às poucas orientações didáticas encontradas no documento oficial, o fato da existência de uma também escassa pesquisa acadêmica sobre ensino e discurso literário. Daí surge o principal objetivo deste trabalho ligado à corroboração de uma estratégia de leitura denominada compartilhada pelos PCN. Para tanto, propusemos a aplicação integral de uma sequência didática cuja elaboração nos foi guiada pelos aspectos teóricos da Educação, da Linguística e da Pragmática do discurso literário. Essa sequência trouxe a proposta de leitura integral do conto inglês Alice no País das Maravilhas cuja tradução foi realizada por Ana Maria Machado. Dois grupos de alunos foram formados, um que leu a obra proposta autonomamente e o outro que foi acompanhado pelo pesquisador enquanto a leitura integral do conto era realizada em voz alta. Partimos, depois, para a comparação dos resultados com a finalidade de comprovar a nossa hipótese de que os alunos, que tiveram a supervisão do pesquisador e professor e foram guiados pela sequência didática, apresentaram maior aproveitamento dos dados contextuais e intertextuais da obra literária. Concluímos que nossa hipótese é verdadeira, já que a leitura compartilhada orientada pela sequência didática - revelou-se como importante ferramenta de ensino e aprendizagem da leitura literária na escola
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Moraes, Tatiane Andrade de. "A tematização da prática pedagógica como estratégia formativa: possibilidades de construção do saber docente sobre o ensino de leitura literária." Universidade do Oeste Paulista, 2017. http://bdtd.unoeste.br:8080/jspui/handle/jspui/994.
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Reading of literature, in the Early Years of Elementary School at public schools in São Paulo, has still occurred through a mechanistic pedagogical work, devoid of the historical-cultural approach (Bakhtinian and Vygotskyan), which emphasize the situational context of texts in the act of Reading and that value the aesthetic focus of Literary Art as a philosophical and social process of substantiation of the meanings of reality announced or denounced by literature. This practice motivated the accomplishment of this research, of qualitative nature and historical-cultural theoretical-bibliographic support, a study of case with participant observation, titled The thematization of pedagogical practice as a formative strategy: possibilities of construction of teaching knowledge about Literary reading teaching. The research aimed to identify the training of twelve teachers and to study the practice of a teacher (indicated among their peers) about teaching of reading of literary texts, leading twelve searched participants to analysis of the second class and, consequently, their own practices. The study happened through a semistructured interview and the thematization of teaching practice, based on the use of two filming (in video) of literature classes. As results, important data were identified to the study of three content aspects: the identification of teacher training and practices; working with literary texts in the classroom and teacher reflection about their practices of literature. Such results may stimulate elementary school teachers (who still use a mechanistic pedagogical work of literary reading) to a pedagogical practice of historical-cultural approach. This research was finalized, with the communication of the researcher on the importance of the thematization of practice as a productive strategy in the formation of reflexive teachers and on the need for greater historical-cultural investment in the formation of the repertoire of knowledge (scientific and practical) Readers of literature.
Em escolas públicas paulistas, a leitura da literatura, nos Anos Iniciais do Ensino Fundamental, ainda tem ocorrido por meio de um trabalho pedagógico mecanicista, destituído do enfoque histórico-cultural (bakhtiniano e vigotskiniano), que ressalta o contexto situacional dos textos no ato da leitura e que valoriza o enfoque estético da Arte Literária como processo filosófico e social de substantivação dos sentidos da realidade anunciada ou denunciada pela literatura. Tal prática motivou a realização dessa pesquisa, de natureza qualitativa e apoio teórico-bibliográfico histórico-cultural, do tipo estudo de caso com observação participante, intitulada A tematização da prática pedagógica como estratégia formativa: possibilidades de construção do saber docente sobre o ensino de leitura literária. A pesquisa objetivou identificar a formação de doze docentes e tematizar a prática de uma docente (indicada dentre os seus pares) sobre o ensino da leitura de textos literários, conduzindo os doze participantes pesquisados à análise da segunda aula filmada e, consequentemente, à reflexão das suas próprias práticas. O estudo se deu por meio de uma entrevista semiestruturada e da tematização da prática docente, realizada a partir do uso de duas filmagens (em vídeo) de aulas de literatura. Como resultados, foram identificados dados importantes para o estudo de três aspectos conteudísticos: a identificação da formação e das práticas das docentes; o trabalho com os textos literários em sala de aula; e a reflexão docente sobre as próprias práticas de ensino da literatura. Tais resultados podem estimular docentes do ensino fundamental (que ainda se utilizam de um trabalho pedagógico mecanicista de leitura da literatura) a uma prática pedagógica de enfoque histórico-cultural. Essa pesquisa foi finalizada, com a comunicação da pesquisadora sobre a importância da tematização da prática como estratégia produtiva na formação de professores reflexivos e sobre a necessidade de maior investimento histórico-cultural na formação do repertório de saberes (científicos e práticos) dos professores formadores de leitores da literatura.
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Hall, Amy Conlin. "Gaming as a Literacy Practice." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28700.
Full textAbstract:
This descriptive study was designed to be a detailed, informative study of a group of adult males who have been gamers since adolescence. The purposes of the study are to provide information regarding gaming as a literacy practice and to explore other vernacular technological literacy practices. The study sheds light on the merits of gaming and other new literacies by examining the literacy development of a select group of adult males. This research was centered on vernacular technological literacy practices, the evolution of gaming practices, gaming intersections, and supporting school-based literacy. Through extensive interviews with the researcher, the selected participants disclosed their gaming experiences as both adolescents and adults. They also shared their personal connections to gaming, and the technological literacy practices they are using in their present lives.Ed. D.
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Smith, Paul Vincent. "Academic literacy practices : plausibility in the essays of a diverse social science cohort." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html.
Full textAbstract:
This thesis addresses academic writing using two practice-led disciplines, academic literacies and ethnomethodology. It is first concerned to evaluate the possibilities of cooperation between these cognate endeavours, and concludes that where academic literacies provides a locus and set of topics for academic writing studies, ethnomethodology can contribute a sharpening of focus and of analytic tools. Ethnomethodology provides a reassuring message in that it confirms the value of detailed local studies, in this case of literacy. However, it is also the source of critique for those literacy scholars who have tried to site their studies in dualisms. This is seen as a rejection of situated studies. There is therefore a prominent methodological focus in this thesis. These methodological issues are then discussed in regard to how they translate into agendas and technologies for the study of social literacies. It is shown that ethnographic-type methods are necessary for such studies, even where they do not qualify as ‘full’ ethnographies by traditional standards. This study itself took on a quasi-ethnographic or ethnographic-type approach, using a longitudinal method to track the academic writing practices of eight undergraduate students with the aim of ascertaining the social and collaborative ways in which their work is accorded plausibility. Material from the study is presented in the form of interview analysis, and in a series of ethnographic case studies that use a variety of material, including interviews with students and staff, student essays, and various other materials that were accrued throughout the administrative life of the essays. Various methods for achieving or according plausibility, on the part of both students and staff, are discussed and analysed. Although all protagonists involved in essay writing and marking looked for and dealt in conventions wherever possible, the material presented here demonstrates that participants were generally aware of the limits to the possibilities of phenomena, and that there may be cause to locate, challenge, change, and adapt to the things that can acceptably be said and done in essay writing.
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Fransen, Sharon. "Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/382211.
Full textAbstract:
Literacy & LearnersPh.D.
This multiple case study describes the relationships between literate practices of five self-identified Mennonite youth and their faith identities. It also examines other salient identity enactments for each participant and the relationships among salient identities. Specifically, this research addresses the question: How do Mennonite high school students who engage in leisure reading enact identities in their literate practices? Participants were in 11th grade at a Mennonite high school. Theoretically based on the social practice theory of identity, data sources included field notes from nine weeks of observations in English and Bible classes, interviews with each participant and the English and Bible teachers, written documents from both classes, and two verbal protocols for each participant with self-selected texts, one of which was faith-related. Multiple analytics were used to analyze the various data sources. Findings suggest that the relationship between faith identity performances and literate practices plays out in different ways for different youth based, in part, on the salience of the faith identity.
Temple University--Theses