Thesis (Th. M.)--Regent College, Vancouver, BC, 2002. / Abstract and vita. Includes bibliographical references (leaves 120-125).

Thesis (M.A.)--University of Hong Kong, 1987. / Also available in print.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 137-142).

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Comparative Literature, 2008. / Includes bibliographical references.

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.

Bibliography: pages 335-343. / Betekenis kom tot stand deurdat die leser aan 'n teken of tekens betekenis toeken. Elke leser word daartoe gelei deur sy kennis van die taal, deur sy kennis van die wereld, deur sy persoonlike ervaringe en vooroordele en bowendien deur sy verwagtinge ten aansien van literere tekste en genres (Van Luxemburg e.a., 1983:113). Hieruit blyk noodwendig dat daar per leser en lesergroepe interpretasieverskille sal wees soos trouens die geval is me die twee lesersgroepe in hierdie studie: enersyds die ervare, ingewyde leser (literator) met sy kennis van die taal en die wereld, teenoor die oningewyde leser (Matriekleerling) wie se kulturele en akademiese agtergrond, ervaringe en taalkennis nie op dieselfde vlak is as die ingewydes nie.

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This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom.