Why are we reading this?: hermeneutic inquiry into the practice of teaching (with) literature

dc.contributor.authorSchaufele, Morgan
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorFowler, Leah
dc.date.accessioned2019-02-27T17:30:13Z
dc.date.available2019-02-27T17:30:13Z
dc.date.issued2018
dc.degree.levelMastersen_US
dc.description.abstractPhilosophical 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.embargoNoen_US
dc.identifier.urihttps://hdl.handle.net/10133/5295
dc.language.isoen_USen_US
dc.proquest.subject0727en_US
dc.proquest.subject0279en_US
dc.proquest.subject0533en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)
dc.subjecthigh school English
dc.subjectliterature classroom
dc.subjectreading literature
dc.subjectteaching literature
dc.subjectvalue of literature
dc.subjectDissertations, Academic
dc.subject.lcshHermeneutics
dc.subject.lcshLiterature -- Study and teaching (Secondary)
dc.subject.lcshLiterature -- History and criticism -- Theory, etc.
dc.titleWhy are we reading this?: hermeneutic inquiry into the practice of teaching (with) literatureen_US
dc.typeThesisen_US
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