Voices from the prairie : English teachers' relationship to prairie literature
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Date
1998
Authors
Chomany, Laurie
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998
Abstract
This study is an exploration of the traditions of and the appreciation afforded
prairie authorship by Alberta high school English teachers. It is a search for the factors
which determine teachers' understanding and use of the regional voice that expresses
Western Canada.
Although there have been studies on the use of Canadian literature in the
Canadian school system, the study of Western Canadian literature in relationship to the
classroom is a very new field. It is hoped that there are some valuable components in this
study which will add insight and information to the study of regionalism in the English
curriculum, and that it will provoke in teachers some thoughtful consideration of using
prairie literature in the classroom.
The literature review is composed of two parts. The first part of the study
researches the literary patterns that emerge in post-colonial nations and reveals similar
patterns emerging in Western Canadian literature. The second part of the review situates
prairie literature within the history of Canadian literature and subsequently the formation
of the Canadian canon. The social and historical events which have affected Canadian
literary style and influenced the origins and development of regional literature are
considered.
The field study component of the thesis includes interviews with four experienced
Alberta high school teachers. The dialogue is recorded and the content analyzed for
patterns and themes. The study highlights some realities of practice and practitioners in Alberta high schools.
Certain themes that evolved from the interviews led to some principal findings.
Reluctance to use prairie literature in classrooms appeared to be embedded in themes
which emerged as oppression of voice, the classical canon, the backgrounds of the
teachers and the dilemma of identifying the authentic prairie voice.
The study may provide teachers with an insight to the factors that suppress the use
of prairie literature in Alberta schools, and an understanding of the importance of
speaking proudly from and about Western Canadian narrative.
Description
vi, 109 leaves ; 28 cm. --
Keywords
English literature -- Study and teaching -- Alberta , English language -- Study and teaching (Secondary) -- Alberta , Canadian literature -- Study and teaching (Secondary) , Canadian literature (English) -- Study and teaching (Secondary) -- Canada, Western