2026-09-19T08:26:59.233788700Zhttps://opus.uleth.ca/server/oai/request
oai:opus.uleth.ca:10133/52952019-06-28T15:41:20Zcom_10133_3346com_10133_1com_10133_296col_10133_3348col_10133_298
ULethbridge OPUS Repository supervisor Fowler, Leah author Schaufele, Morgan author University of Lethbridge. Faculty of Education 2019-02-27T17:30:13Z 2019-02-27T17:30:13Z 2018 https://hdl.handle.net/10133/5295 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 high school English literature classroom reading literature teaching literature value of literature Dissertations, Academic Why are we reading this?: hermeneutic inquiry into the practice of teaching (with) literature Thesis 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