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dc.contributor.supervisorPiquemal, Nathalie (Education)en_US
dc.contributor.authorPauls, Steven M
dc.date.accessioned2012-04-09T20:38:51Z
dc.date.available2012-04-09T20:38:51Z
dc.date.issued2012-04-09
dc.identifier.urihttp://hdl.handle.net/1993/5280
dc.description.abstractThis thesis is a close-reading of Manitoba’s senior years ELA framework. It attempts to scrutinize the overall wording, phraseology and intent of the curricular document and determine whether or not it fosters democratic teaching and classrooms. The main democratizing theories, critical pedagogy and Reader Response criticism are teased out to show not only how they coexist but also how they may form oppositions. That is, while these theories can co-exist, they can present contradictions in emphasis, scope and focus. Although populist by many standards, Reader Response theory may not be concrete enough to be housed alongside critical literacy values. This may be connected to a kind of misguided interpretation of critical pedagogy as ‘philanthropy’. Does the framework deal with this problem adequately? Its ability to help teachers deal with this contradiction may indicate not only the overall success of the curricular framework as a democratizing instrument, but may serve as a reminder as to how democratic education remains a paradoxical ideal. It also may suggest that professionalization of teachers in this area is more difficult than previously imagined.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducationen_US
dc.subjectReadingen_US
dc.titleReading response theory and critical pedagogy: measuring values in Manitoba's senior ELA curriculumen_US
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplineInterdisciplinary Programen_US
dc.contributor.examiningcommitteeLibin, Mark (English) Chen, Tina (History)en_US
dc.degree.levelMaster of Arts (M.A.)en_US
dc.description.noteMay 2012en_US


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