Show simple item record

dc.contributor.author Wall, Cathrine E. en_US
dc.date.accessioned 2007-06-01T19:25:16Z
dc.date.available 2007-06-01T19:25:16Z
dc.date.issued 2000-04-01T00:00:00Z en_US
dc.identifier.uri http://hdl.handle.net/1993/2441
dc.description.abstract The shift from a literary studies to a cultural studies paradigm of teaching English language arts was Investigated from the perspective of a classroom teacher. The study was a hermeneutic inquiry examining the foundations of the paradigm o literary studies, the epistemological challenges to this paradigm, and the formation of a new paradigm of cultural studies. Employing elements of the cultural studies paradigm, including media studies, ideological critique, new historicism, semiotics, Marxist; feminist; and psychoanalytical criticism, and other postmodern discourses, five films were investigated: 'Frankenstein ' (1931), 'Mary Shelley's Frankenstein' (1994), ' Romeo and Juliet' (1968), 'Romeo + Juliet' (1996), and 'The Edge' (1997). This investigation also applied the methods of narrative inquiry to illustrate the personal transformation in thinking about text and representation undergone by the researcher throughout the course of the study. The study found that a cultural studies approach to the teaching of film provided insights not afforded by the more traditional paradigm of literary study while still drawing upon many of the same techniques used in traditional literary analysis. en_US
dc.format.extent 12181016 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.title Cultural studies in the English classroom en_US
dc.degree.discipline Curriculum, Teaching & Learning en_US
dc.degree.level Master of Education (M.Ed.) en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

View Statistics