- Title
- Responding to literature: empowering girls to speak with their own voices in a multicultural context
- Creator
- Foster, Lesley
- ThesisAdvisor
- Robertson, Sally-Ann
- Subject
- Reader-response criticism--South Africa Multicultural education
- Date
- 1997
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1742
- Identifier
- http://hdl.handle.net/10962/d1003626
- Description
- The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.
- Format
- 169 leaves, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Foster, Lesley
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| Thumbnail | File | Description | Size | Format | |||
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