Year: 1997
Type: dissertation
Abstract: This thesi' re resents the my efforts tq$evelop curriculum for an English as a f z A -Second Language class that enible students to participate i i a meaningful and critical D discourse with their new community.4 6 he thesis was initiated by my need to confront the contradictions and conflict that exist at the intersection of my progressive teaching practices and my students' v more traditional expedaJi0ns for classroom'interactions. -This requirgd a closer look at the teaching practices employed in the students' j -C home counWes as well as at progressive teaching and its incorporation into ESL classrooms.As a result of reflection upon my o h experiences as a student and as a teacher, I followed previously unrealizeq paths as I sought to discover exactly what it t means to practiqe truly progressive pedagogypedagogy that enables students to .+ participate in critical discourse where socially and culturally defined cpnstructions of self can be challenged.I delved into a polyglot of theoretical discourses, including those of literacy, transformative pedagogy and socioculturat aspects of learning, with the j ~t e n t of taking those theocies back to my classroom where, in combination with reflection, they would 4be part of my praxis, or the ongoing dialogue between theory and practice.-4In keeping with the nature df emancipatory action research, the thesis does not follow a traditional academic stnrct&e.Rather, it is a narrative which i theory, reflection, and description.Twnarrative is not conclusive.Its purpose is to assist me in locating further paths to follow in my research.
Author: Catherine Rodgers
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W34513771