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McCauley, Yvette Joyce. "Adult Literacy Program Evaluation for First Year Traditional College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1974.
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First year traditional college students required to register in a sequence of remedial courses prior to enrollment in credit-bearing courses often get discouraged by the financial burden and time commitments of this additional work and, subsequently, decide to drop out. The purpose of this qualitative program evaluation was to examine the effectiveness of the remedial adult literacy program being used at a 4-year urban college in the northeast and assess the curriculum alignment with the Council for Higher Education Accreditation (CHEA) standards. Knowles theory of andragogy, which suggests that adults are self-directed and expect to take responsibility for their own decisions, was the conceptual framework for this study. Research questions addressed participants' perceptions of the current adult literacy program. All 60 students enrolled in the adult literacy program completed open-ended questionnaires and participated in focus group interviews. Two faculty and 3 administrators responsible for the adult literacy program completed questionnaires and participated in individual interviews. Thematic coding and member checks allowed for data triangulation to analyze the findings. Three themes emerged to improve the quality and effectiveness of the current program: reform of instructional program, technology intervention, and enhancing student learning through assessment. Staff members did not think curriculum aligned with CHEA standards. The majority of students and staff preferred a media versus text-based curriculum. Social change is promoted by continued program evaluation and integrating technology in adult literacy programs to improve student achievement and self-efficacy, prompting greater college completion and workforce preparation.
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Taylor, James Young. "Environmental Literacy Development| A Comparison between Online and Traditional Campus Courses." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665401.
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As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.
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Baker, Jason. "Improving Chronic Constipation Health Literacy Proficiency: Animation Versus Traditional Written Pamphlets." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5448.
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The U.S. health care system is evolving from medical centric to patient centered, augmenting the importance for patients to comprehend and process medical information. The Department of Education indicated that 77 million Americans have a basic or below basic health literacy proficiency and 12% register as health literacy proficient. Animation is a time-tested device for improving health by enhancing comprehension. Chronic constipation (CC) complexity entails physiological, anatomical, and environmental mechanisms. Using the cognitive theory of multimedia learning and dual-channel auditory and visual processing, the primary research question addressed whether an animated educational video improved health literacy for CC more than a traditional written educational pamphlet. A secondary dataset of 100 CC subjects from the University of Michigan was collected using a cross-sectional study design with a convenience sampling strategy of CC patients who underwent anorectal functional testing. Dependent variables were CC Pretest Quiz and CC Posttest Quiz scores, and independent variables included CC education intervention, demographics, health literacy proficiency, and environmental learning variables. Descriptive and analytical statistical methods were employed for data summarization and comparison. The animated educational video had minimal impact (p = 0.20) on improving health literacy; however, pretest scores (p -?¤ 0.001), age (p = 0.03) and highest level of education achievement (p = 0.03) influenced the largest variance between quiz scores. Enhancing health literacy influences social change by empowering individuals with CC to improve quality of life metrics, increase work productivity, and decrease health care utilization costs.
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Cooper, Julie A. "Changing the Traditional High School Photography Curriculum: Integrating Traditional and Digital Technologies." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/68.
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This thesis presents a photography curriculum for a beginning high school level photography class. It is designed as a teaching guide to structure a photography class that incorporates both film photography and digital photographic technology. One of the biggest challenges for teachers of photography is how to structure a curriculum with a limited number of enlargers and space in the darkroom, while incorporating digital technology with limited computer access for students. The curriculum presented here includes three major parts: a traditional photographic film component, a digital photography component, and a concepts component where students will experiment with different photographic techniques of manipulation as well as tackle photographic history, criticism, and visual literacy.
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North-Coleman, Cheryl M. "From easy rider to easy writer an examination of non-traditional writers and their road to literacy /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 248 p, 2009. http://proquest.umi.com/pqdweb?did=1654500721&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Davidson, Sara Florence. "(E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/743.
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It has been argued that contemporary Euro-Canadian teaching practices conflict with traditional Aboriginal teaching practices resulting in the current widespread lack of academic achievement for many Aboriginal students. Of particular concern is the area of print literacy, as achievement in this area has been linked to academic success. This is an area where Aboriginal students in British Columbia score well below their non-Aboriginal counterparts on tests such as the Foundation Skills Assessment. By reviewing traditional Aboriginal ways of transmitting knowledge, it is possible to understand the reason why contemporary Euro-Canadian teaching practices may be inappropriate for Aboriginal students.
Drawing on Delpit’s ‘codes of power’ and educational interpretations of Bakhtin’s literary theory, I explore the notion that it is possible for Aboriginal students to be academically successful within the Euro-Canadian system while retaining their traditional Aboriginal identity and ways of knowing. Findings from this exploratory case study, which occurred at a secondary school in a remote Aboriginal community in northern British Columbia, are shared. Interviews with six Aboriginal adolescent students and three non-Aboriginal teachers, as well as personal reflections are also considered.
By reexamining the assumptions and beliefs about contemporary Euro-Canadian teaching practices and seeking to learn more about traditional Aboriginal teaching practices, it is anticipated that educators can integrate the strengths of both approaches into their teaching. It is believed that this will enhance success for Aboriginal students in both Aboriginal and Euro-Canadian contexts.
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Tolley, Rebecca. "Review of Encyclopedia of National Dress : Traditional Clothing Around the World." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5648.
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Densborn, Linda, and Erika Sehlstedt. "Vad gör vi med texter? : Textarbete i en årskurs 3." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4755.
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Enligt styrdokumenten skall elever rustas inför dagens samhällsliv, fortsatta studier och kommande arbetsliv vilket förutsätter att eleverna kan möta och förstå texter av olika slag. För att klara de nationella proven i åk 3 krävs att eleverna behärskar olika texttyper och vi vill med denna studie se hur arbetet med olika texter i en åk 3 ser ut samt vilka relationer mellan klassrummets textarbete och styrdokumentens intentioner vi kan utlä-sa. Vi är även intresserade av om undervisningen kring texter är inspirerad av literacy-forskning eller en mer traditionell syn på läs- och skrivinlärning. Vi tänker oss att denna studie kan leda till att verksamma lärare och lärarstudenter får upp ögonen för hur arbe-tet med olika texter kan se ut för att uppnå styrdokumentens intentioner. Vi har i studien använt oss av en empirisk kvalitativ observationsstudie för att få ett så trovärdigt resul-tat som möjligt. Resultatet visade att eleverna mestadels arbetade med texter av berät-tande karaktär och att undervisningen framför allt speglar en traditionell färdighetssyn där mycket fokus ligger på grammatik, form och struktur utan något större samman-hang.As the policy documents reads students must be prepared for today´s society, further studies and future working which implies that students can understand and encounter different types of texts. To cope the National Tests in third grade the students must mas-ter different types of texts and with this study we want to study the work with texts in a third grade classroom, and also how the relation between classroom activities and policy documents may be understood. We are also interested in different Theories of reading and writing, and thus if text activities are inspired by literacy research or a more tradi-tional skill discourse. We imagine that this study can conduce to the active teachers and student teachers can take notice of the importance of early introduction of different types of texts for the students. In this study we have used an empirical qualitative obser-vational study to get a so credible result as possible. The result showed that most of the texts that the students worked with were of narrative character and that the education was based primarily on a traditional skill discourse whit focus on grammar, form and structure without any larger context.
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Washington, Lukishia Denise. "Perceptions of Community College Students and Instructors on Traditional and Technology-Based Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6871.
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The college under study only requires instructors to use traditional resources to teach literacy content leading to a variation in the use of technology within literacy courses. In this college, technology is not being integrated well, too little or inconsistent exposure to technology depending on the instructor. The purpose of this study was to investigate the attitudes of faculty toward integration of technology into classroom instruction and students' perceptions of technology as a part of their learning. Dewey's theory of educative experience was the conceptual framework used in this study. Data collection for this qualitative study was based on semistructured interviews from 6 students and 6 instructors from the community college under study. Data were analyzed, transcribed, and coded resulting in 3 major themes (technology integration, barriers, and traditional learning) and 5 sub-themes (trends in higher education, continuing learner, unlimited access, limited access and support and technology adoption and its potential). The findings revealed that instructors were primarily at ease with technology but limited in the integration of technology through Blackboard Learn. A professional development on Blackboard Learn was created. With this project and its overall results, stakeholders can decide the next action to take so that the college can meet the needs of its instructors and students. This project offered implications for a positive social change by extending an opportunity for instructors to learn a new Blackboard feature for managing and implementing technology into instructional practices. The professional development session allowed instructors to learn to integrate technology in their classrooms.
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Bowcutt, Allyson A. "DISCOVERING THE E-RELATIONSHIP BETWEEN BABIES AND EARLY E-LITERACY: A CASE STUDY ON THE RESPONSES OF BABIES AGED 0-12 MONTHS TO TRADITIONAL TEXTS AND ELECTRONIC READERS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375178446.
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Gaines, Julia L. "The Impact of the Lexile Framework on Standardized Literacy Proficiency Scores." ScholarWorks, 2016. http://scholarworks.waldenu.edu/dissertations/2259.
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Upon entering middle school, students within the study district in southeastern Tennessee had low literacy proficiency scores on the Tennessee Comprehensive Assessment Program (TCAP) for 3 consecutive years. Middle school administrators implemented a program called Lexile Framework (LF) into the literacy curriculum in 2011 to improve TCAP scores. However, the change in literacy scores had not been examined following the implementation of LF. The purpose of this quasi-experimental research study was to examine the differences in literacy scores on TCAP of students across the years of pre- and post-LF implementation into the curriculum (2009-2011 and 2012-2014). The theoretical framework for this research study was Vygotsky's social development theory used within the LF to create student-centered learning in order for students to construct new knowledge by making connections with their literacy experiences. With a convenience sample of 225 students, a repeated-measure analysis of variance determined if there was a significant change in the archived matched literacy TCAP scores before and after the implementation of LF. The multivariate tests indicated a significant (Wilk's Î? = .21, F (3, 222) = 276.85, p < .01) and linear effect (F (1, 224) = 709.75, p < .01) with partial eta squared (η2 = .76) of LF on literacy TCAP scores of students across the years of pre- and post-LF implementation. Positive social change implications include providing school administrators with research findings to inform district-wide decisions regarding the use of LF in the curricula in their middle schools. Increasing students' literacy TCAP scores may ultimately improve graduation rates for students.
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Zhu, Minqi 1953. "Literary motifs in traditional Chinese drama." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290589.
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The purpose of this dissertation is to examine some of the distinctive qualities of traditional Chinese drama in light of comparative studies in literature and drama, especially of Richard Wagner's theory of motifs. Opposed to realism, Wagner argued that music is necessary to the finest drama, for it should be "distanced" from actual life. Wagner intended to fuse all artistic arts into his "music drama." However such drama has existed in China for at least seven hundred years. Moreover, it still keeps vigorously springing up, and greatly manifesting its vitality. The hypothesis of this dissertation is that traditional Chinese theatre has been able to survive through the historical sediment primarily due to the influence of literary motifs that have sustained the vitality of the old dramatic form. This dissertation is based on the research of three theatrical aspects: drama-in-itself, dramatic creation, and dramatic appreciation. For the area that is called "dramatic-in-itself" it deals with the general function of dramatic presentation, either for the sake of art or for moral education; for dramatic creation, it emphasizes on playwrights and their worldview of dramatic creation; and for dramatic appreciation, it examines the viewpoint of the audience. Traditional Chinese drama is a high synthesis of arts. The chief factors that promoted the formation of this art are the literary motifs resulting from the Chinese cultural tradition. Literary motifs can be traced in almost every aspect of Chinese drama: in dramatic purpose, in language, in music, in acting, in dress-up, and in stage scenery. Every aspect of Chinese drama is marked with Chinese national traits. And all these dramatic elements constitute a complexity that incorporated both representational and presentational qualities. This complexity has turned Chinese drama into a uniquely mixed art, long-lasting and durable. This dissertation will explore how literary motifs work in traditional Chinese drama. It will primarily focus conventions of music composition, poetry tradition, dramatic structure, thematic construction and theatrical movements.
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Davis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.
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This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
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Scaramuzzi, Igor Alexandre Badolato. "De índios para índios: a escrita indígena da história." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-30032009-151939/.
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No decorrer das últimas décadas, muitos grupos indígenas vêm progressivamente intensificando e ampliando a gama de relações com os mais variados setores da sociedade nacional. Nesse contexto, assumem a tarefa de elaborar discursos em que devem se apresentar, enquanto grupos diferenciados, para o \"outro\'\'. Na construção desse diálogo, as experiências de escolarização, especialmente na sua vertende \"diferenciada\", constituem um rico espectro de produção discursiva que esta dissertação pretende enfocar. É, de fato, no âmbito dessas experiências de ensino formal, que muitos grupos indígenas estão refletindo e recriando através da escrita em línguas indígenas e em língua portuguesa suas formas de produzir e transmitir experiências históricas. Tendo como enfoque o processo de escolarização e letramento em andamento em vários contextos indígenas no país, a presente dissertação tem como objetivo analisar dez materiais didáticos cuja proposta é a escrita de narrativas sobre reflexões e experiências históricas e sobre conhecimentos entendidos como \"tradicionais\" elaboradas no ambito de cinco experiências de escolarização (Acre, Amazonas, Espírito Santo Xingu, Mato Grosso e Minas Gerais). Busca-se averiguar através da análise dos materiais didáticos, como professores e lideranças indígenas vinculados a essas cinco experiências estão utilizando a linguagem escrita para construir representações de si mesmos, nas quais procuram articular seus saberes tradicionais e as concepções ocidentais de conhecimento e transmissão de experiências históricas.During the last decades, many indigenous groups have progressively intensified and increased the span of relations with various sectors of national society. In this context, they have assumed the task of elaborating discourses in which they present themselves to the other as differentiated groups. In constructing this dialogue, experiences in schooling, specially of the differentiated kind, constitute a rich spectrum of discursive production, which this thesis seeks to focus upon. In fact, it is within these experiences of formal education that many indigenous groups are reflecting and recreating through the use of writing in the native and Portuguese languages their forms of producing and transmitting historical experiences. Focusing on the process of schooling and literacy in progress in various indigenous contexts throughout the country, this thesis seeks to analyze ten examples of educational material, produced in five different school programs (Acre, Amazonas, Espírito Santo, Xingu, Mato Grosso and Minas Gerais), that have as an objective the written production of narratives concerning historical experiences and reflections and that which is understood to be traditional knowledge. The objective of this research is to understand, by means of the analysis of this educational material, how indigenous leaders and teachers connected to these five school programs are using the written language to produce representations of themselves, in which they seek to articulate their traditional knowledge and occidental conceptions of knowledge and transmission of historical experiences.
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Elston, Suzanne Poteet. "Garrison Keillor and American Literary Traditions." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500338/.
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Although Garrison Keillor is perhaps best known as the creator and host of Minnesota Public Radio's A Prairie Home Companion (1974-1987), the focus of this study is his literary career. Keillor's literary accomplishments include a successful career as a writer for The New Yorker and two best-selling books about the fictional town of Lake Wobegon, Minnesota, entitled Lake Wobegon Days (1985) and Leaving Home (1987). His literary style incorporates elements from several traditions in American literature--the precise, sophisticated "New Yorker style" practiced by writers such as E. B. White and James Thurber; the oral tradition prominent in the works of Mark Twain and the nineteenth-century literary comedians; and the satiric realism associated with the small-town literature of writers such as Sherwood Anderson and Sinclair Lewis.
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Dinnerstein, Noe. "Ladakhi traditional songs| A cultural, musical, and literary study." Thesis, City University of New York, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601923.
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This dissertation examines the place of traditional songs in the Tibetan Buddhist culture of the former Himalayan kingdom of Ladakh. I look at how Buddhism and pre-Buddhist religion informed the texts and performance contexts of traditional songs, and how Ladakhi songs represent cultural self-images through associated musical, textual, and visual tropes. Many songs of the past, both from the old royal house and the rural Buddhist populations, reflect the socio-political structure of Ladakhi society. Some songs reflect a pan-Tibetan identity, connecting the former Namgyal dynasty to both the legendary King Gesar and Nyatri Tsangpo, the historical founder of the Tibetan Yarlung dynasty. Nevertheless, a distinct Ladakhi identity is consistently asserted. A number of songs contain texts that evoke a mandala or symbolic representation of the world according to Vajrayana Buddhist iconography, ritual and meditative visualization practices. These mandala descriptions depict the social order of the kingdom, descending from the heavens, to the Buddhist clergy, to the king and nobles, to the common folk.
As the region has become more integrated into modern India, Ladakhi music has moved into modern media space, being variously portrayed through scholarly works, concerts, mass media, and the internet. An examination of contemporary representations of “tradition” and ethnic identity in traditional music shows how Ladakhis from various walks of life view the music and song texts, both as producers and consumers.
Situated as it was on the caravan routes between India, Tibet, China, and Central Asia, Ladakhi culture developed distinctive hybrid characteristics, including in its musical styles. Analysis of the performance practices, musical structures, form, and textual content of songs clearly indicates a fusion of characteristics of Middle Eastern, Balti, Central Asian, and Tibetan origin. Looking at songs associated with the Namgyal dynasty court, I have found them to be part of a continuum of Tibetan high literary culture, combined with complex instrumental music practices. As such, I make the argument that these genres should be considered to be art music.
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Rowan, Jamin Creed. "Urban sympathy : reconstructing an American literary tradition." Thesis, Boston College, 2008. http://hdl.handle.net/2345/353.
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Thesis advisor: Carlo RotellaAddressing a gathering of social scientists at Boston’s Lowell Institute in 1870, Frederic Law Olmsted worried that the "restraining and confining conditions" of the American city compelled its inhabitants to "walk circumspectly, watchfully, jealously" and to "look closely upon others without sympathy." Olmsted was telling his audience what many had already been saying, and would continue to say, about urban life: sympathy was hard to come by in the city. The urban intellectuals that I examine in this study view with greater optimism the affective possibilities of the city’s social landscape. Rather than describe the city as a place that necessarily precludes or interferes with the sympathetic process, late-nineteenth- and twentieth-century urban intellectuals such as Stephen Crane, Jane Addams, W. E. B. Du Bois, Joseph Mitchell, A. J. Liebling and Jane Jacobs attempt to redefine the nature of that process. Their descriptions of urban relationships reconfigure the affective patterns that lay at the heart of a sentimental culture of sympathy—patterns that had remained, in many ways, deeply connected to those described by Adam Smith and other eighteenth-century moral philosophers. This study traces the development of what I call "urban sympathy" by demonstrating how observers of city life translate received literary and nonliterary idioms into cultural forms that capture the everyday emotions and obligations arising in the city’s small-scale contact zones—its streets, sidewalks, front stoops, theaters, cafes and corner stores. Urban Sympathy calls attention to the ways in which urban intellectuals with different religious, racial, economic, scientific and professional commitments urbanize the social project of a nineteenth-century sentimental culture. Rather than view the sympathetic exchange as dependent upon access to another’s private feelings, these writers describe an affective process that deals in publicly traded emotions. Where many see the act of identification as sympathy’s inevitable product, these observers of city life tend to characterize an awareness and preservation of differences as urban sympathy’s outcome. While scholars traditionally criticize the sympathetic process for ignoring the larger social structures in which its participants are entangled, several of these writers cultivate a sympathetic style that attempts to account for individuals and the larger social, economic and political forces that shape them
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: English
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Cater, Amanda Jane. "Theocritus and the reversal of literary tradition." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25362.
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My purpose is to demonstrate Theocritus' treatment of traditional literary genres. I show the specialized character of the bucolic genre by concentrating on the combination of epic, tragic and bucolic elements in selected poems of Theocritus. My concern is the portrayal of characters and character-types from myth and literary tradition and how the traditional literary portrayal has been changed. My discussion of Theocritus' poetic technique is divided into two parts. The first section deals with Theocritus' method of "reducing" or down-grading figures who have previously been presented and accepted as heroes. This section is introduced by a brief survey of the changing attitudes towards heroes in Greek literature from Homer to Theocritus. This is followed by a discussion of four poems which illustrate Theocritus' inversion of the standard portrait. This treatment ranges from a humorous recasting of the status of Polyphemos (Idyll 11) and Herakles (Idylls 13 and 24) to a critical portrayal of the Dioscuri (Idyll 22). The second part deals with the technique operating in reverse. In this section, I show how Theocritus juxtaposes epic themes with 'low-life' scenes and how the characters involved are consequently upgraded or 'elevated1. The four poems I select endow their insignificant protagonists with heroic amplitude. In Idyl 1 1, epic and tragic elements are infused into the portrayal of Daphnis the cowherd. Simaetha in Idyll 2 envisages herself as a Medea in a context of bourgeois reality. The mythological material in Idyll 3 achieves humour from the disparity of the goatherd's rustic simplicicy and his awareness of mythological precedents. Idyll 7 expands the anti-heroic material of the Odyssey and describes a goatherd with a difference. In my conclusion I demonstrate the coherence of Theocritus' treatment of epic and dramatic narrative with his programmatic statements. The passages referred to are the epilogue of Idyll 22 (212-23), the characters cited in Idyll 16 (36-57), Simichidas' speech in Idyll 7 (45-48) and the description of the herdman's cup in Idyll 1. (29-61). In the light of this, I link Theocritus' poetic method to his attitude to the function of literature and its relation to society.Arts, Faculty of
Classical, Near Eastern and Religious Studies, Department of
Graduate
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Spiegel, Flora Elise. "Creator and creation in Anglo-Saxon literary traditions." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613911.
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Cummings, R. K. J. "Discourses of anxiety in late medieval literary traditions." Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431584.
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Bly, Antonio T. "Breaking with tradition: Slave literacy in early Virginia, 1680--1780." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539623496.
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"Breaking with Tradition" is a study of slave literacy in eighteenth-century British North America, the era of the First Great Awakening and the American Revolution. Instead of highlighting the work of a few northern slave authors (the present emphasis in African American literary history), it focuses on the relationship between slave education in colonial Virginia and the social and political circumstances in which slaves acquired a knowledge of letters. A social history of life in the slave quarters, the "great house," and in towns, "Breaking with Tradition" is at once a case study of slaves reading and writing in the South and a counterpoint to current studies that paint a picture of early African Americans as being illiterate. Ultimately, this thesis explores the interplay between African American studies and the History of the Book.
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Gress, Priti Chitnis. "Tar Baby and the Black Feminist Literary Tradition." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626111.
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Adams, Dana W. (Dana Wills). "Female Inheritors of Hawthorne's New England Literary Tradition." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279406/.
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Nineteenth-century women were a mainstay in the New England literary tradition, both as readers and authors. Indeed, women were a large part of a growing reading public, a public that distanced itself from Puritanism and developed an appetite for novels and magazine short stories. It was a culture that survived in spite of patriarchal domination of the female in social and literary status. This dissertation is a study of selected works from Nathaniel Hawthorne, Sarah Orne Jewett, and Mary E. Wilkins Freeman that show their fiction as a protest against a patriarchal society. The premise of this study is based on analyzing these works from a protest (not necessarily a feminist) view, which leads to these conclusions: rejection of the male suitor and of marriage was a protest against patriarchal institutions that purposely restricted females from realizing their potential. Furthermore, it is often the case that industrialism and abuses of male authority in selected works by Jewett and Freeman are symbols of male-driven forces that oppose the autonomy of the female. Thus my argument is that protest fiction of the nineteenth century quietly promulgates an agenda of independence for the female. It is an agenda that encourages the woman to operate beyond standard stereotypes furthered by patriarchal attitudes. I assert that Jewett and Freeman are, in fact, inheritors of Hawthorne's literary tradition, which spawned the first fully-developed, independent American heroine: Hester Prynne.
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Jackson, Carole. "Three families speak about their lives : reading as a literacy tradition." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327253.
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Albu-Mohammed, Raheem Rashid Mnayit. "Making the past : the concepts of literary history and literary tradition in the works of Thomas Gray." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3362.
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This study explores Thomas Gray’s concepts of literary history, tradition, and the past. It proffers critical examinations of Gray’s literary and historical thoughts, illustrating the extent of the complexity of the mid‐century cultural and intellectual climate in which Gray and his contemporaries were writing. It shows the aesthetic, cultural, and political dimensions of canonicity in the course of examining the ideological motivation behind Gray’s literary history. Though much of Gray’s poetry is private and written for a narrow literary circle, his literary history seems engaged with issues of public concerns. Gray’s literary history must not be understood as a mere objective scholarly study, but as an ideological narrative invented to promote specific national and cultural agendas. Though Gray’s plan for his History of English Poetry was inspired directly by Pope’s scheme of writing a history of English poetry, Gray’s historiography represents a challenge to Pope’s most fundamental “neo‐classical” premises of canonicity in that it aligns English literary poetry back to the literary tradition of ancient Britain and resituates the English literary canon in an entirely different theoretical framework. Gray reworked Pope’s historical scheme to suits the need of the political and intellectual agendas of his own time: the national need for a distinctive cultural identity, which was promoted by and led to the emergence of a more national and less partisan atmosphere. Gray’s comprehensive project of literary history charts the birth and development of what he views as an English “high‐cultural” tradition, whose origins he attributes to the classical and Celtic antiquity. In Gray’s view, this tradition reaches its peak with the rise of Elizabethan literary culture; a culture which was later challenged by the “French” model which dominated British literary culture from the Restoration to Gray’s time. Gray’s literary history is to be examined in this study in relation to the concept of canonformation. Gray’s historiographical study of literary culture of ancient Britain, his historicization of Chaucerian and medieval texts, his celebration of Elizabethan literary culture, and his polemical attack on “neo‐classical” literary ideals intend to relocate the process of canon‐formation within a “pure” source of national literary heritage, something which provides cultural momentum for the emergence of a historiography and an aesthetics promoting Gray’s idea of the continuity of tradition. As is the case in his poetry, the concept of cultural continuity is also central to Gray’s literary history, and permeates through his periodization, historicism, criticism, and his concept of the transformation of tradition.
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Mournet, Terence C. "Oral tradition and literary dependency : variability and stability in the synoptic tradition and Q." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/3688/.
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Despite the almost universal recognition that the Jesus tradition was, from its very beginning, oral tradition, scholars have continued to approach the question of Synoptic interrelationships from a strictly literary perspective. This study is an attempt to take seriously the Sitz im Leben within which the Synoptic Gospels were written, and to examine the possible role that oral tradition might have in determining, not only the scope of a Q text, but the way in which we envision the development of the Synoptic tradition. Previous attempts to take seriously the role of oral tradition in the formation of the Synoptic Gospels are examined, exposing the need for a much more careful analysis of the relationship between oral communication and written texts. Following such an analysis, it is suggested that solutions to the Synoptic Problem which do not take into serious account the possible influence of oral tradition in the process of Gospel composition must be deemed less than adequate. Seeking a way forward in the debate, we determined that a more thoroughly thought-through model of how oral communication functions is needed. It is proposed that the genre of folklore, while not replacing traditional literary designations, provides us with another interpretive framework through which we may gain new insight into the development of the Synoptic tradition. The folkloristic characteristics of variability and stability are discussed, followed by the presentation of recent work suggesting that these characteristics are prevalent in the Synoptic tradition. We suggest that recent studies on Q and the Synoptic Problem have not given adequate attention to the internal variability present within double tradition pericopes. A methodology is developed which will allow us to examine how the internal variability within selected double tradition pericopes might, to some extent, reflect the process of tradition transmission which preceded the tradition’s inclusion in a Gospel text. A selection of double tradition pericopes are examined, and the model of tradition transmission proposed by K. E. Bailey and J. D. G. Dunn is evaluated. The study concludes that there is a sufficient convergence of evidence to suggest that such a model is feasible for at least portions of the double tradition.
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McGovern, Frank. "The cinema of Andrei Tarkovsky in the Russian literacy and philosophical traditions." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357659.
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Oliphant, Charles Jamyang. "Extracting the essence : 'bcud len' in the Tibetan literary tradition." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:72121806-b3f5-4e87-8a9a-02b8b24ad12d.
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The Tibetan practice of bcud len, or 'extracting the essence', has been for long a neglected aspect of Tibetan medical and spiritual knowledge with scattered evidence and little certainty regarding its origins or the extent of its effective presence, either in the past or at currently. In this study, seventy-three texts have been identified and tabulated. Of these, sixty-seven have been summarised and commented on, and five of these, each representative of one type of the practice, have been translated in full. All but a handful of these texts have not been translated previously. The research findings suggest that, whatever its influences from Indian, Chinese or other medical cultures, bcud len soon evolved into a distinctively Tibetan method of life enhancement, with teachings that emphasise both spiritual and medical aims and the use of indigenous Tibetan remedies, accompanied in some cases by particular rituals. The content of the texts indicates that the term bcud len can be applied legitimately to practices involving ritually empowered pills and elixirs which are ingested, respiratory and yogic exercises, dietary restrictions and rituals involving mantra recitation, visualisation and yab yum union with a consort, in that all these are considered to be means of obtaining 'the essence'. The teachings offer extensive material for those interested in the evolution and contemporary practice of Tibetan medicine, especially its botanical aspects, and for historians of ritual. In particular, the texts provide ample evidence of the lineage tradition in Tibetan religious culture, citing examples of transmissions through gter ma, whereby teachings are preserved in secret to be recovered at a future date by a gter ton or treasure revealer. The final section contains conversations with Tibetan doctors, lamas and contemporary practitioners of bcud len in Asia and the West that complement recent ethnographic studies in the field testifying to the continuing vitality of the tradition.
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Stamps, Dennis Lee. "A literary-rhetorical reading of the opening and closing of 1 Corinthians." Thesis, Durham University, 1994. http://etheses.dur.ac.uk/960/.
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Magreb, Alzahrani. "Continuity of traditional literary features in the modern Arabic novel : a study in intertextuality." Thesis, University of Manchester, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605812.
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Holden, Lynn Rosemary. "A motif-index of abnormalities, deformities and disabilities of the human form in traditional narrative." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/18969.
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Neufeldt, Bradley. "Cultural confusions, oral/literary narrative negotiations in Tracks and Ravensong." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22548.pdf.
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Bozeman, Terry Sinclair. "The Good Cut: The Barbershop in the African American Literary Tradition." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/49.
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Few African American males do not have at least one memory of a barbershop. The barbershop is a space that finds a home in virtually every community in which you find Black males. To some degree, virtually all genres and periods of African American literary expression have situated the barbershop as a mediating space in the formulation of a Black masculine identity. The barbershop as mediating space allows Black males the opportunity to view themselves and also critique the ways in which they are gazed upon by the literary imagination. African American authors, through the use of the barbershop, bring to the center the construction of this space in Black masculinity identity formation. ¬ Although a common presence in African American literature, the barbershop has not received any serious, i.e. book length examinations in literary analysis. I argue that the historical portrayal of the barbershop as mediating space problematizes the intersections of ancestor, culture, history, memory and literary imagination to reveal the intricate relationship between Black males and the space. I seek to address the gap in coverage of the literary treatment of the African American barbershop as mediating structure in the formulation of a black masculine identity. My research will show that we cannot fully understand the literary formation of Black masculine identity unless we attend to the barbershop as a formative mediating space.
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Bozeman, Terry. "The good cut the barbershop in the African American literary tradition /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04242007-132217/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Thomas McHaney, committee chair; Carolyn Denard, Mary Zeigler, committee members. Electronic text (192 p.) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references (p. 180-192).
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Atanassova, Rossitza I. "Doctrine, polemic and literary tradition in some hexameter poems of Prudentius." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:f74b5c1a-7b1d-42ae-afe7-bebd9aa7caf7.
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The thesis, the topic of which is restricted to the polemical didactic poems, Apotheosis, Hamartigenia and Contra Symmachum 1-2, aims to establish the attitudes of Prudentius to the literary tradition and argues for his relationship with the Latin classical poets. Its main argument is that the hexameter poems as a group can be profitably studied from a stylistic angle, since they show how Prudentius combined, and used with innovation, the styles of several poets, namely Lucretius, Virgil and Juvenal, and in many cases engaged with the literary tradition as a whole. Chapter I surveys, as reflected in the poems, Prudentius' awareness of the political, religious and literary milieu in the Christian Empire of the West in his day. Chapter II examines how Prudentius employed the style of argument and imagery in the D.R.N. to present Christian doctrines on the body and the soul, and to reject pagan superstition. Chapter III shows how with much imagination and respect Prudentius adapted Virgil's phraseology and techniques to give new Christian interpretations of some mythical and historical themes in the Aen., such as the 'Golden Age' and the battle of Actium, and of topics on agriculture from the Georg. Chapter IV argues that, like other fourth century Christian writers, the poet entered into the spirit of Satire and alluded to Juvenal's themes and language in his treatment of the topics of sin and sexuality. Finally, in Chapter V Prudentius' adaptations of the biblical accounts in Gen. 19 and of Ps. 136 are used to demonstrate how allegory, which is a main feature of his poetry, was combined successfully with different classical techniques. In conclusion, the hexameter poems demonstrate that Prudentius did not reject classical poetry on the basis of its content, but used both its themes and poetic techniques in order to merge the ancient with the Christian literary tradition.
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Esther, Ana. "The uniqueness of Mary Shelley's Frankenstein in the gothic literary tradition." reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157797.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T18:11:08Z (GMT). No. of bitstreams: 1 93096.pdf: 2551839 bytes, checksum: 9d2d6281051816234ba33c54cd28bd76 (MD5) Previous issue date: 1993
A literatura gótica inglesa, cujo florescer abrangeu as últimas décadas do Século XVIII até a primeira metade do Século XIX, é geralmente alvo de um evidente menosprezo embora a grande aceitação por parte do público leitor da época. Provavelmente, algumas das razões para tal preconceito estejam relacionadas com as características um tanto quanto formulísticas do gênero bem como com os exageros ali contidos. Estes fatores, entre outros, talvez tenham ocasionado o descaso do público moderno para com a maioria das traduções góticas. Porém, o romance Frankenstein: ou o Moderno Prometeu (1818) da escritora inglesa Mary Shelley parece ter desafiado todo e qualquer preconceito quanto ao seu gênero literário e não apenas sobrevive ainda mas é, inclusive, considerado por muitos atualmente como um mito moderno. A longevidade desta obra sui generis poderia ter sido investigada sob vários ângulos diferentes e decidiu-se examiná-la sob a perspectiva do fato de Frankenstein pertencer ao gênero gótico. Para tanto fez-se imperativa a leitura de outras obras representantes do goticismo como forma de possibilitar uma análise contrastiva que pudesse apresentar as razões para a singularidade de Frankenstein dentro da literatura gótica. Em seguida realiza-se uma análise contrastiva entre Frankenstein e esses romances.
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Driscoll, Sean Donovan. "Linguistic Correctness in the Cratylus: From the Literary Tradition to Philosophy." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108838.
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Thesis advisor: John SallisToday, professional philosophy is dominated by the assumption that literary language is either merely ornamental or that it even detracts from the purposes of philosophical discourse. Ancient philosophers, however, did not share this assumption. Thinkers like Heraclitus, Parmenides, Empedocles, and Plato all recognized that their manner of expression contributes to the philosophical purposes of a text in a way that does not merely confirm or illustrate what is said. This is why Plato couches his account of linguistic correctness (his only sustained treatment of linguistic meaning) in a thoroughly poetic dialogue—the Cratylus. Many scholars have recognized Plato’s debt to the literary tradition by trying to identify the provenance of his literary practices (such as etymologizing) in the Cratylus. And on the other hand, many have developed sophisticated interpretations of the dialogue’s arguments. However, no research adequately represents the expressly philosophical contribution made by Plato’s appropriation of the literary tradition in the Cratylus. My dissertation engages Plato’s appropriation of the literary tradition by looking at both his adoption of literary concepts and his enactment of literary practice. It does so with a focus on two philosophical questions that are fundamental to the Cratylus and yet have been neglected in the scholarship: (1) what exactly does Plato mean by “correctness,” and (2) why does he have Socrates demonstrate this correctness by etymologizing? The first chapter tackles the first of these questions by replacing the nearly universal understanding of “correctness,” as a correspondence between the semantic content of a name with a true description of the name’s referent, with an understanding based on the concept’s provenance in the literary tradition, a broader appropriateness of language to what is spoken about that I call “resonance.” Each subsequent chapter address a key instance where the standard understanding of correctness (and of etymology’s role in exhibiting correctness) is inadequate—and where an understanding of correctness as resonance makes more sense. The second chapter demonstrates that Cratylus makes positive philosophical contributions to an understanding of correctness as resonance through his own stylized use of language. Therein, I argue that Plato uses Cratylus’ style to express the idea that language’s correctness increases as it is made increasingly conspicuous in its insufficiency, thus precluding closure or reification of what is what is spoken about. The third chapter demonstrates that a crucial argument early in the dialogue is analogical in the strongest sense—that a correct understanding of the argument requires an understanding of the correctness (as resonance) of the argument’s analogues. Like Chapter 2, this demonstrates how language can be made meaningful, paradoxically, through a sort of destructive manipulation. The fourth chapter shows how the standard understanding of correctness cannot be true of Socrates’ paradigm instance of correctness, the Homeric god-given names, and how these names are more correct because they require us to seek their varied and unapparent resonances. And the final chapter shows how the entire dialogue is unified by a brief and previously overlooked allusion to a scene in the Iliad. This recognition provides the interpretive key to understanding the philosophical contributions made by the dramatic structure of the dialogue. Hence, this dissertation provides a renewed understanding of the dialogue’s central concern, correctness, and its central practice, etymologizing. Its interpretation is interesting for what it says about the relation of meaning to such diverse things as phonetics, context, language’s mode of expression, etc. And by demonstrating how this sophisticated account of meaning results from attention to Plato’s appropriation of his predecessors, my dissertation contributes to the growing scholarship that recognizes the philosophical import of Plato’s “literary” engagement
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Philosophy
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Mpolweni, Nosisi Lynette. "The orality - literacy debate with special reference to selected work of S.E.K. Mqhayi." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The focus of this thesis is on Xhosa oral and written poetry. The discussion in the thesis is based on the information from existing literature, the responses from the questionnaires and the interviews with some Xhosa iimbongi (person who sings praises) who have reflected on their personal experiences. In addition to this, S.E.K. Mqhayi is at the centre of discussion because as a prominent Xhosa imbongi he features in both the oral and the written world.
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Doige, Lynda Ann Curwen. "Canadian aboriginal children's literature : an analytical study of literacy and instruction as a basis for intercultural and interpersonal development." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366361.
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Muller, Adam Patrick Dooley. "The importance of being elsewhere : modernist expatriation and the American literary tradition." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35022.
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My dissertation concentrates on Americans writing at home and abroad in the inter-war period and contextualizes their expatriation with reference to debates between modernist critics over the nature and substance of the American literary tradition. I clarify the definitions of terms like "exile," "emigrant," and "expatriate" central to my analysis but muddied by years of misuse. I do so with reference to coercion, a concept which I develop in accordance with recent work in the philosophy of action. At the same time I make the case for a realist, causalist hermeneutics. Next I explore the aesthetic corollary to my argument with reference to the fiction, autobiography, and literary criticism of Gertrude Stein. I argue that Stein's decision to leave America must be viewed as uncoerced, and as therefore indicative of her emigration to France. Viewed as an emigrant, and not as an exile or expatriate, Stein can be shown to manifest tendencies in her work (towards subjectivity, abstraction, and retrospection) which reflect her dissociation from, rather than ongoing connection to, America. Lastly, I look closely at the work of Van Wyck Brooks and Harold Stearns, two modernist literary and culture critics whose writings on expatriation demonstrably influenced generations of subsequent biographers and intellectual historians. Steams and Brooks can be counted among the most articulate and vociferous proponents of literary change in America, and can be situated at the poles of a vigorous debate within the literary community of their day over whether American letters were better served from within or without the United States. I contrast Brooks' civic humanism with Steams' rugged individualism and identify in the debate over expatriation a powerful analogue to ongoing debates in literary and cultural critical circles referred to as "the culture wars."
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Muller, Adam Patrick Dooley. "The importance of being elsewhere, modernist expatriation and the American literary tradition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0016/NQ44525.pdf.
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Chacón, Gloria E. "Contemporary Maya writers : Kabawil and the making of a millenarian literary tradition /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2006. http://uclibs.org/PID/11984.
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Fay, Sarah. "The American tradition of the literary interview, 1840-1956 : a cultural history." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1596.
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"The American Tradition of the Literary Interview 1840 - 1956: A Cultural History" is the first study to document the development of the literary interview in the United States. A handful of critics have discussed the literary interview and traced it back to various European cultural traditions; however, I argue that, like the interview, which the British journalist William Stead wrote "was a distinctly American invention," the literary interview was a particularly American form. Drawing on archival research and new readings of primary sources, this project examines the literary interview's systemic growth and formal characteristics between 1842 and 1956. I trace connections among the American press, culture, and literary marketplace to offer an as-yet unwritten history of the literary interview. During Charles Dickens's 1842 North American tour, the first literary interviews were published in written-up, or paragraph form and resembled written snapshots or sketches. As a result of the cult of domesticity and the popular scandals of the mid-to-late nineteenth century, the literary interview developed into a slightly longer and more narrative form that focused on an author's surroundings and living quarters. With the rise of yellow journalism and muckraking reporting during the first decades of the twentieth century, the literary interview became a more investigative and intrusive form; yet at the same time, the first in-depth, literary conversations with American authors were published. During the interwar period, the second wave of "girl reporters" and lady interviews transformed the written-up literary interview into a more nuanced form that exhibited rhetorical and literary flourishes. With the development of the New Yorker profile and the Paris Review interview in the mid-twentieth century, the literary interview branched off into two distinct modes: the profile and the author Q & A. This history of the literary interview offers a model of reading mass media communications in terms of both content and form. In doing so, this project chges the critical frameworks that dismiss the literary interview as ancillary to literature and articulate the importance of interviews, communication, and conversation in American culture.
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Kokkinidi, Evangelia. "The Modern Greek literary tradition in the major novels of Nikos Kazantzakis." Thesis, King's College London (University of London), 2015. https://kclpure.kcl.ac.uk/portal/en/theses/the-modern-greek-literary-tradition-in-the-major-novels-of-nikos-kazantzakis(0abb6a70-ff32-4e79-b28c-3c9ce6d74a2a).html.
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This doctoral thesis presents a comprehensive analysis of the novels of Kazantzakis‟ maturity in relation to Modern Greek literature. The extent of Kazantzakis‟ reading is explored as well as the views that he expressed in letters, essays and interviews on texts from the epic of Γηγελήο Αθξίηεο up to works of the Generation of the Thirties. When Kazantzakis wrote his major novels, he had a wide knowledge of the Modern Greek literary tradition and contemporary literature. The fruits of his engagement with Modern Greek literature are found in his own literary production. The novels that are studied are Βίνο θαη Πνιηηεία ηνπ Αιέμε Ενξκπά, Ο Υξηζηόο Ξαλαζηαπξώλεηαη, Ο Καπεηάλ Μηράιεο (Διεπηεξία ή Θάλαηνο) and Ο Σειεπηαίνο Πεηξαζκόο. The analysis detects the intertextual markers and illustrates the methods that are employed linking the novels‟ characters, themes, settings and stories with previous Modern Greek texts. A wide range of literary works is evoked or organically incorporated into the plot of the novels: folk poetry of the Akritic cycle, Cretan folk songs, the literature of the Cretan Renaissance, the poetry of Solomos, Palamas and Sikelianos, the ethographic novellas and short stories of Kondylakis and Vizyinos, fiction by Myrivilis, Prevelakis and Kosmas Politis. Kazantzakis‟ novels hold a pivotal place in the history of Modern Greek literature and, as this thesis proposes, it is also the Modern Greek literary tradition that constitutes an essential component of his fiction.
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Glover, Jayne Ashleigh. "The Harry Potter phenomenon literary production, generic traditions, and the question of values." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002243.
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This thesis is a study of the first four books of J. K. Rowling’s Harry Potter series. It accounts for the widespread success of the novels by examining their publication and marketing histories, and their literary achievement as narratives including a sophisticated mix of generic traditions. Chapter One looks at the popularity of the novels, comparing their material production and marketing by Rowling’s English language publishers: Bloomsbury in Britain and Scholastic in the United States of America. The publisher’s influence on the public perception of each book is demonstrated by comparative study of its mode of illustration and layout. Further, the design of the books is linked to their strategic marketing and branding within the literary world. The second chapter considers Rowling’s debt to the school story. It concentrates first on the history of this relatively short-lived genre, briefly discussing its stereotypical features and values. Traditional elements of setting and characterisation are then examined to show how the Harry Potter novels present a value system which, though apparently old-fashioned, still has an ethical standpoint designed to appeal to the modern reader. Chapter Three focuses on the characterisation of Harry as a hero-figure, especially on how the influence of classical and medieval texts infuses Rowling’s portrayal of Harry as a hero in the chivalric mode. The episodes of “quest” and “test” in each book illustrate specifically how he learns the values of selflessness, loyalty, mercy and fairness. Chapter Four surveys the contribution of modern fantasy writing to the series. It shows how Rowling creates a secondary world that allows us to perceive magic as a metaphorical representation of power. This focus on the relationship between magic and power in turn has a bearing on our assessment of the author’s moral stance. The thesis concludes by suggesting that Rowling’s unusual mix of genres is justified by the values they share, and which are inscribed in her work: the generic combination forms a workable, new and exciting mode of writing that helps to account for the phenomenal popularity of the series.
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Ruterana, Pierre Canisius. "The Making of a Reading Society : Developing a Culture of Reading in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81016.
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Following a growing concern among education stakeholders about the lack of a reading culture and low literacy levels among Rwandans in general and university students in particular, the aim of this thesis is to increase the awareness of Rwandans about the development of a reading culture and early literacy. To achieve this aim, four studies with participants representing different experiences related to reading culture were performed. These qualitative studies draw on different perspectives on the development of a reading culture and emergent literacy by using open-ended questionnaires and interviews. The thesis takes sociocultural and emergent literacy theories as points of departure. The first study investigates students’ reflections on their previous reading experiences, and discuss ways to develop literacy and a reading culture in Rwanda. The next one sheds light on parents’ involvement in literacy practices at home and the third study concerns what literacy knowledge teachers expect from their pupils when they start nursery and lower primary school. An example of a literacy event (storytelling) is given in the fourth study where children’s narratives of fairy tales are followed by their discussions on gender issues, which in turn can develop the children’s interest in reading. This can also help them relate texts to their life and teach them to think critically. In sum, the studies show that there is a limited reading culture in Rwanda. That is attributed to the colonial and post-colonial education system, reliance on verbal communication, limited access to reading materials, and ultimately the low status of the mother tongue Kinyarwanda within the sociolinguistic configuration of Rwanda. Also, the participating students and teachers point out the necessity of involving parents more in the creation of an environment that nurtures children’s emergent literacy development so that it becomes a shared responsibility translated into a teacherparent partnership for children’s success at school. Hence, the findings inform the use of this thesis which is to promote literacy and a reading culture in Rwanda by engaging the whole nation in a national effort to build a sustainable culture of reading. To paraphrase the old African saying ‘it takes a village to raise a child’, I want to conclude by saying that it takes a nation to develop a culture of reading.
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Shea, Colleen Erin. "Early modern women's dream visions, male literary tradition and the female authorial voice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0023/MQ50096.pdf.
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Sams, Laura L. "Tina McElroy Ansa, Gloria Naylor, Ntozake Shange and the christio-conjure literary tradition." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2213.
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The Christio-Conjure paradigm, a product of both Christianity and Conjuring, historically has provided an alternate set of ideologies for African Americans. As an ontological archetype, the Christio-Conjure paradigm is centered around a set of metaphysical phenomenon featuring various conventions such as religious/moral guidance, natural healing, and contact with spirits. To a large extent, the Christio-Conjure paradigm functions within a matriarchal network designed to extol the African American woman as the life force and mother of humanity.
A corpus of African American women writers have exhibited a critical interest in the Christio-Conjure paradigm because of its cultural link with the past and because of the Afrofemcentric allure associated with this ancient, yet ever-active, African American tradition. Tina McElroy Ansa, Gloria Naylor, and Ntozake Shanqe are three authors who contribute to the matrix of African American women’s writing via their novels, Baby of the Family (1988), Mama Day (1989), and Sassafrass, Cypress & Indigo (1982) respectively; each author functions as a literary Christio-Conjure woman, fashioning worlds of women richly impacted by the power of conjure.
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Baillie, Justine Jenny. "'The changing same' : language and politics and literary tradition in Toni Morrison's fiction." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250193.
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This thesis examines the progression of Toni Morrison's literary aesthetic within a historical, political and cultural framework, and considers how Morrison's linguistic strategies have evolved as a result of her engagement with intellectual, philosophical and literary developments in African-American and American writing and politics. I first analyse Harlem Renaissance literature to explore the historical context and traditions from which Morrison's aesthetic arises, and to show how Morrison's work is informed by tensions within the Harlem movement. In subsequent chapters, I examine The Bluest Eye (1970) in relation to the Black Aesthetic of the late 1960s, and discuss Sula (1973) and Song of Solomon (1977) in terms of their importance as historical novels as well as the ways in which they reflect contemporary debates surrounding feminism and masculinity. I approach Tar Baby (1981) as a text which problematises female identification with black cultural heritage and my final chapter is concerned with Morrison's genealogical recovery and exploration of African-American history in her trilogy Beloved (1987), Jazz (1992) and Paradise (1998). I trace the evolution of Morrison's aesthetic from the contestatory language of The Bluest Eye through an emphasis on the cultural forms of the black community in Sula and Song of Solomon, and finally to her latest attempt to extend the limits of her own aesthetic through the construction of de-raced language in Paradise. I establish a theoretical framework for the examination of Toni Morrison's novels, which includes Mikhail Bakhtin's theories on language and ideology, and Gilles Deleuze and Felix Guattari's concept of a 'minor literature' and their study of political theory, psychoanalysis and linguistics. The thesis incorporates an analysis of African-American philosophy, theory and literature, including the work of W.E.B. Du Bois, Zora Neale Hurston, and Ralph Ellison. The development of a variety of perspectives from which to examine Morrison's novels illuminates the importance of her project as radical critique of the dominant culture and aesthetic and makes possible an examination of the ways in which her linguistic strategies are not only informed by African-American experiences in white American culture, but also contribute to the deconstruction and reconstruction of those experiences.
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Evershed, Elizabeth. "Sons and brothers : literary community in the English poetic tradition, c.1377-1547." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/1353/.
Full textAbstract:
This study examines the importance of literary communities in the works of a number of key English poets: Geoffrey Chaucer (c. 1340-1400), Thomas Hoccleve (c. 13671426), John Lydgate (c. 1370-1449), John Skelton (c. 1460-1529), Sir Thomas Wyatt (1503-1542) and Henry Howard, Earl of Surrey (1517-1547). It focuses on 'horizontal' peer-based literary communities and the support and literary friendships that such groups might provide, rather than 'vertical' patronage networks, and discusses ways in which these poets envisaged themselves as part of a community or communities of writers and/or literati, both actual and ideal, and what this contributed to their imagined identity as writers and the kind of poetry they produced. The Introduction analyses some of the critical terms and frameworks from within which a discussion of literary communities may take place. Chapter One provides a survey of some of the forms, functions and practices of literary communities in Europe from antiquity to the early modern period. The remaining chapters examine English literary communities chronologically, focussing on the above poets as individuals and their identification of particular receptive audiences for their work from within their own social milieu. Chapter Two discusses the extent to which the group of men Paul Strohm identifies as Chaucer's circle may be viewed as a literary community, and the difference such communal contexts make to our reading of Chaucer's poetry. Chapter Three looks at Hoccleve and Lydgate as Chaucer's immediate successors in the fifteenth century. It concludes that a significant proportion of Hoccleve' s poetic output is shaped by his place within the community of the Privy Seal Office and that this community offered him opportunities to write on its behalf. It also considers Lydgate's interaction with a wide range of receptive communities, and examines his success in inspiring idealised authorial communities (Chaucerian and Parnassian) as a governing ideal for his readers, and the authors who followed him. Chapter Four focuses on Skelton's negotiation between different literary communities (academic, courtly and urban) and re-examines his agonistic and antagonistic attitudes to contemporary writers, focussing particularly on The Garlande ofLaurel!. Chapter Five offers a brief analysis of Wyatt and Surrey and the 'new' company of gentlemen poets they represented by way of conclusion, looking particularly at Wyatt's epistolary satires to friends. Although England may not have developed formal literary societies equivalent to those on the continent in the late medieval to early renaissance periods, in the case of each of the poets examined in this study the informal literary communities they did associate with, both actual and imagined, were influential in shaping their poetry and offering them encouragement to write.