Show simple item record

dc.contributor.authorIsserstedt, Holly Brooks
dc.date.accessioned2014-03-04T16:24:16Z
dc.date.available2014-03-04T16:24:16Z
dc.date.issued2009-05
dc.identifier.otherisserstedt_holly_b_200905_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/isserstedt_holly_b_200905_phd
dc.identifier.urihttp://hdl.handle.net/10724/25492
dc.description.abstractPaulo Freire’s (1970) pedagogy focused on an anti-authoritarian, dialogical and interactive approach to learning that aimed to examine issues of relational power. In addition, the fundamental goal was to place social and political critiques of everyday life at the centre of the curriculum. Building on the work of Freire and other significant contributors to critical literacy pedagogy, this collaborative study incorporated the reading of published memoirs with a group of high school students and their teacher as a springboard for dialogue about social, political and cultural issues. In addition the study explored how autobiographical writing served as a tool for reflexive contemplation and critique of ideological positions.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectCritical Narrative Analysis
dc.subjectPaulo Freire
dc.subjectCollaborative Research
dc.subjectCritical Pedagogy
dc.subjectDialogue
dc.subjectMemoir
dc.titleReading others, writing ourselves
dc.title.alternativethe critical construction of collaborative memoir
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentLanguage and Literacy Education
dc.description.majorEnglish Education
dc.description.advisorJobeth Allen
dc.description.committeeJobeth Allen
dc.description.committeeBob Fecho
dc.description.committeeMichelle Commeyras


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record