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ERIC Number: ED479127
Record Type: Non-Journal
Publication Date: 2003-Jul-6
Pages: 11
Abstractor: N/A
Reference Count: N/A
Envisioning the Critical Classroom: Critical Pedagogy and Secondary English Education.
Schade, Lisa J.
When one high school English teacher became engaged in active research, she reflected on her practice and learned to have faith in her students as learners and in herself as a teacher, and to ground her teaching practice consciously in theory. Her investigation centered on the question of whether teaching literary theory in the high school English classroom would serve as an effective intervention, further developing students' engaged reading of text, their interpretive strategies, and metacognitive awareness of the reading and interpretive process. The project sought to discover if knowing about theory would help students become more effective readers and interpreters of text and to measure student receptivity to and application of several theoretical approaches to literature. The project was implemented in a World Literature English classroom with an academically diverse and multi-age grouping, employing a qualitative, empirical approach to the research question. Data were gathered in several genres: narratives of classroom inquiries and presentations, illustrative transcripts of student discussion and interviews, student-generated artifacts of written pieces and artistic renderings, and research vignettes highlighting key points and ideas. Findings suggest that the research hypothesis was accurate. It is logical and appropriate to emphasize the interaction of literary and reading theory in the secondary English classroom to form a comprehensive and powerful literacy pedagogy. Learning various theoretical approaches gave students who had not been successful in previous literature or arts classes an advantage because their reading was scaffolded by theory, setting a purpose and structure for their construction of meaning. (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A