Negotiating the political minefield of English language arts : a critical perspective
Thesis (M.Ed.)--Memorial University of Newfoundland, 2008. Education Includes bibliographical references (leaves 278-294) In 2001, senior high English Language Arts (ELA) teachers in Newfoundland and Labrador witnessed the introduction of a new ELA curriculum that, to many, was viewed as a dramatic...
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ftmemorialunivdc:oai:collections.mun.ca:theses4/69763 2023-05-15T17:23:33+02:00 Negotiating the political minefield of English language arts : a critical perspective Hynes, Abigail April, 1963- Memorial University of Newfoundland. Faculty of Education Canada--Newfoundland and Labrador; 2008 vii, 294 leaves Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses4/id/69763 Eng eng Electronic Theses and Dissertations (33.11 MB) -- http://collections.mun.ca/PDFs/theses/Hynes_Abigail.pdf a2543873 http://collections.mun.ca/cdm/ref/collection/theses4/id/69763 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries English language--Study and teaching (Secondary)--Newfoundland and Labrador Language arts (Secondary)--Curricula--Newfoundland and Labrador Text Electronic thesis or dissertation 2008 ftmemorialunivdc 2015-08-06T19:22:05Z Thesis (M.Ed.)--Memorial University of Newfoundland, 2008. Education Includes bibliographical references (leaves 278-294) In 2001, senior high English Language Arts (ELA) teachers in Newfoundland and Labrador witnessed the introduction of a new ELA curriculum that, to many, was viewed as a dramatic shift in theory, content, and methodology. However, a review of the history of education and the teaching of English (in Newfoundland and Labrador as well as globally) reveals that, while much remains the same, there have been continual reformulations of ELA programs since the inception of English as a subject in the nineteenth century. To better understand the most recent incarnation of the ELA program, it may be beneficial for teachers not only to review the history of English as a subject (see Chapter One) and of education in Newfoundland and Labrador (see Chapter Two) which reveal the political and ideological nature of "English teaching", but also to consider the diverse cultural, economic, and social dynamics that exist in Newfoundland and Labrador (see Chapter Three) which may provide insight about where our students are coming from, what they need, and where they hope to go. From here, an examination of current ELA Foundation and curriculum documents (see Chapter Four), which reflect the most recent modifications to the delivery of ELA programs, will uncover the remnants of earlier formulations of the subject as well as the existence of contending, and often contradictory, ideological forces that continue to influence and be influenced by the study of ELA. There are no simple answers (nor should there be) to the overwhelming problems of attempting to resolve the contradictions in the curriculum documents; to meet the needs of our students' diverse, complex, and hybrid identities; and to reconcile the contending ideological forces that pervade our classrooms. Yet, we must not concede helplessness nor plead ignorance. Facilitating awareness, in ourselves and our students, becomes the first step in meeting these challenges head on and working towards an ELA program that is more democratic and beneficial to all our students (see Chapter Five). Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) Newfoundland Canada Ela ENVELOPE(9.642,9.642,63.170,63.170) |
institution |
Open Polar |
collection |
Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
op_collection_id |
ftmemorialunivdc |
language |
English |
topic |
English language--Study and teaching (Secondary)--Newfoundland and Labrador Language arts (Secondary)--Curricula--Newfoundland and Labrador |
spellingShingle |
English language--Study and teaching (Secondary)--Newfoundland and Labrador Language arts (Secondary)--Curricula--Newfoundland and Labrador Hynes, Abigail April, 1963- Negotiating the political minefield of English language arts : a critical perspective |
topic_facet |
English language--Study and teaching (Secondary)--Newfoundland and Labrador Language arts (Secondary)--Curricula--Newfoundland and Labrador |
description |
Thesis (M.Ed.)--Memorial University of Newfoundland, 2008. Education Includes bibliographical references (leaves 278-294) In 2001, senior high English Language Arts (ELA) teachers in Newfoundland and Labrador witnessed the introduction of a new ELA curriculum that, to many, was viewed as a dramatic shift in theory, content, and methodology. However, a review of the history of education and the teaching of English (in Newfoundland and Labrador as well as globally) reveals that, while much remains the same, there have been continual reformulations of ELA programs since the inception of English as a subject in the nineteenth century. To better understand the most recent incarnation of the ELA program, it may be beneficial for teachers not only to review the history of English as a subject (see Chapter One) and of education in Newfoundland and Labrador (see Chapter Two) which reveal the political and ideological nature of "English teaching", but also to consider the diverse cultural, economic, and social dynamics that exist in Newfoundland and Labrador (see Chapter Three) which may provide insight about where our students are coming from, what they need, and where they hope to go. From here, an examination of current ELA Foundation and curriculum documents (see Chapter Four), which reflect the most recent modifications to the delivery of ELA programs, will uncover the remnants of earlier formulations of the subject as well as the existence of contending, and often contradictory, ideological forces that continue to influence and be influenced by the study of ELA. There are no simple answers (nor should there be) to the overwhelming problems of attempting to resolve the contradictions in the curriculum documents; to meet the needs of our students' diverse, complex, and hybrid identities; and to reconcile the contending ideological forces that pervade our classrooms. Yet, we must not concede helplessness nor plead ignorance. Facilitating awareness, in ourselves and our students, becomes the first step in meeting these challenges head on and working towards an ELA program that is more democratic and beneficial to all our students (see Chapter Five). |
author2 |
Memorial University of Newfoundland. Faculty of Education |
format |
Thesis |
author |
Hynes, Abigail April, 1963- |
author_facet |
Hynes, Abigail April, 1963- |
author_sort |
Hynes, Abigail April, 1963- |
title |
Negotiating the political minefield of English language arts : a critical perspective |
title_short |
Negotiating the political minefield of English language arts : a critical perspective |
title_full |
Negotiating the political minefield of English language arts : a critical perspective |
title_fullStr |
Negotiating the political minefield of English language arts : a critical perspective |
title_full_unstemmed |
Negotiating the political minefield of English language arts : a critical perspective |
title_sort |
negotiating the political minefield of english language arts : a critical perspective |
publishDate |
2008 |
url |
http://collections.mun.ca/cdm/ref/collection/theses4/id/69763 |
op_coverage |
Canada--Newfoundland and Labrador; |
long_lat |
ENVELOPE(9.642,9.642,63.170,63.170) |
geographic |
Newfoundland Canada Ela |
geographic_facet |
Newfoundland Canada Ela |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (33.11 MB) -- http://collections.mun.ca/PDFs/theses/Hynes_Abigail.pdf a2543873 http://collections.mun.ca/cdm/ref/collection/theses4/id/69763 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
_version_ |
1766113262265434112 |