عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLpq2407608545
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
"I Got New Feelings Coming In":
نام عام مواد
[Thesis]
نام نخستين پديدآور
Neville, Mary Lefere
عنوان اصلي به قلم نويسنده ديگر
Drawn Emotions and Refusing Secondly across Anti-Racist English Language Arts Pedagogies
نام ساير پديدآوران
Dunn, Alyssa
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Michigan State University
تاریخ نشرو بخش و غیره
2020
مشخصات ظاهری
نام خاص و کميت اثر
201
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
Michigan State University
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Given the current and historical context of power and oppression in the United States, English language arts (ELA) scholars have called for pedagogies that directly respond to the racialized violence present across texts, schooling, and society (Baker-Bell, Butler, & Johnson, 2017; Baker-Bell, 2020; Butler, 2018; Johnson, 2018). Scholars have long critiqued the ELA curriculum for its dearth of perspectives across race, class, gender, sexuality, and ability, and especially have called upon ELA teachers and researchers to center literature written by Black and Brown authors (Thomas, 2016, 2019). In this call for anti-racist ELA curriculum, scholars have also encouraged an attention to emotion, highlighting the necessity of not only including texts by authors of Color in classrooms but also the importance of the emotional and affective resonances through which students and teachers respond to literary texts for racial and social justice (Dutro, 2019; Grinage, 2019). This qualitative research project, then, explores the emotional responses of secondary ELA students and pre-service literacy teachers to literature that addresses race and racism. This dissertation builds upon critical (post)qualitative and visual arts-based methodologies centering the emotional and affective resonances present across our socially constructed identities as students and teachers work to deconstruct whiteness and anti-Blackness using anti-racist pedagogies (Sousanis, 2015; Love, 2019; Muhammad, 2019). In particular, this project explores how objects of feeling are drawn across space and time (Ahmed, 2010, 2014) and how readers refuse "secondly" (Adichie, 2009) within two research contexts: (1) a 12th critical media literacy course and (2) a critical young adult literature course for pre-service teachers. Findings from this study demonstrate how secondary ELA students and pre-service teachers might center the already present emotion traced across objects of feeling in literature classrooms committed to anti-racist and anti-oppressive pedagogies.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Language arts
موضوع مستند نشده
Pedagogy
موضوع مستند نشده
Secondary education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Dunn, Alyssa
مستند نام اشخاص تاييد نشده
Neville, Mary Lefere
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
