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dc.contributor.supervisor Fowler, Leah
dc.contributor.author Schaufele, Morgan
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2019-02-27T17:30:13Z
dc.date.available 2019-02-27T17:30:13Z
dc.date.issued 2018
dc.identifier.uri https://hdl.handle.net/10133/5295
dc.description.abstract Philosophical hermeneutics has much to offer the high school English teacher, for it fundamentally reorients our understanding of what it means to interpret – or teach (with) – literature. When we adopt a hermeneutic stance, we begin to see literature as a formative space. It is in this space, I contend, that we may begin to reorient attitudes towards what and why we read. The following research, therefore, is my attempt to come to know the hermeneutic tradition, and the manner in which its principles and practices have been taken up by scholars in the various fields of literary cognitivism, arts-based pedagogy, and curriculum studies. In this way, I endeavor to better understand the manner in which we think about teaching literature in schools. Ultimately, I examine what a hermeneutic ethos looks like within the context of a literature classroom and how it might inform a coherent approach to teaching (with) literature. en_US
dc.language.iso en_US en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education)
dc.subject high school English
dc.subject literature classroom
dc.subject reading literature
dc.subject teaching literature
dc.subject value of literature
dc.subject Dissertations, Academic
dc.subject.lcsh Hermeneutics
dc.subject.lcsh Literature -- Study and teaching (Secondary)
dc.subject.lcsh Literature -- History and criticism -- Theory, etc.
dc.title Why are we reading this?: hermeneutic inquiry into the practice of teaching (with) literature en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US
dc.degree.level Masters en_US
dc.proquest.subject 0727 en_US
dc.proquest.subject 0279 en_US
dc.proquest.subject 0533 en_US
dc.proquestyes Yes en_US
dc.embargo No en_US


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