Made available in DSpace on 2017-07-10T18:56:31Z (GMT). No. of bitstreams: 1 susana.pdf: 988435 bytes, checksum: e0fae344ae5714e06dcd7be055dd3d7e (MD5) Previous issue date: 2011-03-18 / Fundação Araucária / The main objective of this work is to investigate the way students of fundamental levels are represented in theirs school´s books and materials - more specifically, English students and two 8th grade classes, and if they identify themselves being represented in race/ethnicity and gender in these materials. On other hand, I also noticed how the fundamental school teacher perceives the construction of the social identities and if him also perceives those same identities been worked out in the instructional materials and books being utilized, and the way that the English Teacher has to deal with social identity in class. In Brazil we have the cognitive perspective of the functionality of Foreign Language teaching as a social aspect, utilizing Critical Literacy, Paulo Freire (1980), Lankshear e Maclaren (1993), Norton (1995), Comber e Kalmer (1997), Pennycook (1998), Busnardo e Braga (2000), Rajagopalan (2003), Ferreira (2006), Jordão (2007), Coradim (2008), identidades sociais, Moita Lopes (2002), Jung (2002), Hall (2002-2006), Carvalho (2007), Carvalho (2007), among others. For the methodological development I made use of questionnaires and interviews. As the result of this research, I was able to perceive that the practical aspect is far from being achieved. However, teachers state that they realize the importance of critical teaching about race/ethnicity and gender in their classes, but yet they aren´t able to insert this matters in their daily learning routine, subject that extend to their students and they aren´t able too, to perceive themselves in their learning materials nor develop an array of learning of these matters, especially about gender. I conclude betting that the efficiency of the critical teaching has a way to change this matters, as the lack of critical sense in the classroom, the empowerment of the students, allowing their voice to be heard, both at school and in the other social contexts that they are inserted. / Este trabalho teve como objetivo investigar de que forma o aluno/a do Ensino Fundamental é representado nos materiais de ensino, mais especificamente, os de Língua Inglesa e de duas 8ª séries, e se ele/a se sente representado/representada nesses materiais no que se refere à questão de raça/etnia e de gênero. Por outro lado, também observei como o professor do Ensino Fundamental entende por construção de identidades sociais e se ele percebe essas mesmas identidades trabalhadas nos materiais de ensino que utiliza, de que modo o professor de inglês lida com isso em sua sala de aula, tem-se aqui a perspectiva do ensino da Língua Estrangeira em sua funcionalidade no contexto social, utilizando-se do Letramento Crítico, Paulo Freire (1980), Lankshear e Maclaren (1993), Norton (1995), Comber e Kalmer (1997), Pennycook (1998), Busnardo e Braga (2000), Rajagopalan (2003), Ferreira (2006), Jordão (2007), Coradim (2008), identidades sociais, Moita Lopes (2002), Jung (2002), Hall (2002-2006), Carvalho (2007), Carvalho (2007), entre outros. Como encaminhamento metodológico fiz uso de questionários e entrevistas. Como resultado desta pesquisa, foi possível perceber que o discurso ainda está longe da prática, ou seja, apesar de as professoras dizerem que percebem a importância da reflexão crítica sobre raça/etnia e gênero em suas salas, elas ainda não conseguem inserir estas discussões no cotidiano escolar, fato que faz com que seus alunos/as também não consigam se ver representados no material de ensino que utilizam nem realizar muitas reflexões sobre esses temas, principalmente sobre o tema gênero. Concluo, apostando na eficácia do ensino crítico para mudar essas questões, como a falta de reflexão em sala de aula, o auxílio do empoderamento dos alunos, dando-lhes voz, tanto na escola, quanto nos outros contextos sociais nos quais atuam.

Internationalisation is high on the agenda of Higher Education in the UK, with the promotion of the students’ intercultural capabilities seen as key for their future careers and lives as global citizens. Within this agenda international study visits are considered beneficial for student teachers, giving those with limited exposure to cultural diversity an opportunity to learn first-hand about education in other countries. Taking a postmodern approach and using Facet Methodology, the research investigated the extent to which the pattern of study visits in a School of Education in a University in the South West of England was conducive to promoting the intercultural capabilities of the participants. Drawing on perspectives from Bourdieu and postcolonial theory, analysis of the University policies on Internationalisation and Teaching and Learning revealed a variety of positions towards international study visits and interviews with Associate Deans of a Faculty explored how far these were being manifested for the different professional disciplines of Education, Health and Social Care. The perspectives, views and attitudes of the student and tutor participants on a range of study visits were then captured through focus groups, interviews and writing frames. The study found that neither the students nor the tutors showed an awareness of the nature and importance of intercultural capabilities and therefore the approaches to study visits were patchy in developing them. It suggests that though such visits can be beneficial in promoting such capabilities in the participants, they will only do so consistently if there is in place a transformational pedagogy, informed by postcolonial theory, and implemented by knowledgeable tutors. This approach would include a planned programme of pre-trip, in-trip and post-trip activities encouraging reflection upon experiences, whether positive or disturbing, based upon an explicit contract with students to engage in intercultural learning as a central aspect of the visit.

Workplace English skills for Grade 9 languages in C21 argues that a most valuable contribution of any educational programme in a developing country is the imparting of (English) workplace skills to school-leavers. The Introduction ascribes, in part, the current lack of these skills in school-leavers to (British) colonial education policy which was perpetuated and aggravated by the National Party during the apartheid era and which distinguished, on racial grounds, between mental and manual labour. During South Africa’s international isolation – imposed because of its policy of apartheid and leaving it unprepared for major global economic changes – globalisation became a significant force in international commerce, creating an increased demand for workplace skills (in English) that could attract foreign capital and direct investment. The newly elected ruling party’s answer to both the socio-political and educational legacy of apartheid education was Curriculum 2005. In contrast to the National Party’s content-based curriculum, the newer outcomes-based approach to education, revised as C21, initially failed because of poor management and not because of any inherent conceptual flaws. The research methodology that Chapter One outlines is essentially traditional in its use of the scientific method although it reflects the changing face of contemporary research that is often transdisciplinary, heterogeneous, heterarchical, organisationally transient, socially accountable and reflexive. This approach enlists input from many fields and subject experts in the hope of addressing a problem in the community in which the research is conducted. The literature survey shows that this thesis contributes to the corpus of research by exploring the need and relevance of workplace skills in the context of Curriculum 2005 – an approach hitherto not explored in the context of secondary education. Chapter One also outlines the theoretical base of this study. Chapter Two focuses on resolving conceptual obstacles to integrating workplace skills into the outcomes-based language teaching context. Work is described as a phenomenon that comprises both process and product, thus bridging the conceptual chasm that traditionally separates the classroom from the workplace. A brief overview of the structure of Curriculum 2005/C21 shows that this curriculum does not conflict, conceptually, with the teaching of workplace skills. The focus then shifts to the identification of those workplace and workplace literacy skills that are currently in demand and that are in harmony with the fundamental principles of this curriculum design. Chapter Three illustrates the fact that workplace skills do not conflict with generally accepted communicative principles of language teaching. A tentative theory of workplace skills that comprises the principles of the newest curriculum, Curriculum 2005, workplace skills and communicative and task-based English language teaching is proposed. Chapter Four offers a model that can be used to design workplace literacy activities for the language classroom. Two tasks are designed according to this model, then tested in the classroom and, finally, subjected to analysis. The data analysis reveals certain weaknesses in the model. Changes to the model are proposed. The study closes with a synopsis of the argument in each chapter. Finally, the evaluation also briefly describes alternative research avenues. / Thesis (Doctor Litterarum (English))--University of Pretoria, 2006. / English / unrestricted

Syftet med den här studien är att utföra en text- och bildanalys av Astrid Lindgrens böckerLotta på Bråkmakargatan (1961) och Alla vi barn i Bullerbyn (1947). I studien undersökshuvudkaraktärerna med inriktning på Lotta och Lisa ur ett genusperspektiv och jämför derasgenuskonstruktion, och hur de framställs i anknytning till de genusnormer som förekommer ibarnlitteratur. I studien undersöks även illustrationerna av karaktärerna ur ett genusperspektivoch avslutningsvis tillämpas begreppet critical literacy och läroplanens värdegrundsuppdrag ianknytning till undervisningen med syftet att uppmärksamma genus i barnlitteraturen.I studien tillämpas en kvalitativ textanalys och en kvantitativ analys, samt en komparativmetod då jag jämför huvudkaraktärerna. För att kunna undersöka huvudkaraktärerna Lottaoch Lisa ur ett genusperspektiv och jämföra deras genuskonstruktion, och hur de framställs isamband med de normer som förekommer i barnlitteratur uppmärksammas, bland annat,litteraturvetaren Maria Nikolajevas sammanställning av de genusnormer som förekommer ibarnlitteratur.Slutsatsen av studien är att Lotta framställs som både normbärande och normbrytande utifrånsin könstillhörighet, och Lisa framställs som normbärande och förmedlar ett traditionelltkönsmönster i anknytning till Nikolajevas sammanställning av genusnormer. Slutsatsen är attAstrid Lindgrens böcker med fördel kan användas i undervisningen för att belysa genus dåböckerna framhåller olika sidor av genuskonstruktioner och detta anser jag är bra för barn attmöta.

This thesis aims to explore how a critical reading of the novel Things Fall Apart (1958) can provide valuable perspective for educators and students when examining socio-economic issues in  a colonial context in the ESL classroom. The main issues being analysed are how the novel reveals and explores socio-economic forms of exploitation under colonialism, and how a critical reading of the novel can be used in teaching to inform and persuade learners about social injustices. To show this, the essay examines the novel from a marxist perspective, and more specifically by drawing on the concept of primitive accumulation to understand and explain the changes brought about by the introduction of colonial rule. The changes in this context include the Igbo community's relation to land, its socio-economic and cultural aspects as well as the introduction of trade. The discussion and analysis of the novel centre on social injustices due to land expropriation, breakdown of traditional values and customs, and economic changes brought about by the arrival of Europeans in the context of colonialism. Expanding on this, the essay also reflects on the pedagogical implications of its arguments by showing how a critical reading of Things Fall Apart might provide an opportunity for teachers to underline issues of social injustice, material, and economic forms of exploitation under colonialism and beyond. This literary analysis also discusses and reflects on the practical challenges and possibilities of teaching such issues in the ESL classroom by using the concept of critical literacy.

This essay will discuss gender in Pride and Prejudice, the timeless work by Jane Austen. It also discusses how a teacher might approach the subject of gender roles in a classroom environment based on a reading project featuring Pride and Prejudice. The different theories will include theories regarding gender as a social concept, gender roles and pedagogical implications. This essay argues that the gender roles in Pride and Prejudice can be used in an EFL classroom to increase students' awareness of gender and gender roles.

This essay applies a critical lens to Mrs. Dalloway (1925) by Virginia Woolf. The aim of this essay is to investigate if and how Mrs. Dalloway can be utilized for students to practice critical consciousness in the English as a Foreign Language (EFL) classroom. In Mrs. Dalloway, Woolf criticizes her own contemporary society by deliberately writing about the obnoxious social class system in London during the inter-war period. This deliberate social critique is analyzed by both looking into the author’s background and the historical time period the novel was written. The Marxist literary critic, Terry Eagleton argues that in order to fully understand literature, you must compare both the author and the author’s contemporary society to the novel itself. By analyzing these aspects, it is possible to understand any piece of literature from any given historical time period. Moreover, this essay desires to ascertain if canonical literature is relevant when teaching students about social class and inclusiveness. Furthermore, this essay argues that having a Marxist perspective can help students become critically conscious of both their environment and society. Also, it examines if the combination of Marxist theory together with critical pedagogy can create an educational situation that is equally fair for all students, regarding their socioeconomic status. The results of this essay concluded that applying either Marxist theory or critical literacy pedagogy to literature, could make students become more critically conscious about their environment, which could help to replicate the teaching philosophies of critical pedagogy by Paulo Freire.

The purpose of the study is to analyse the accessibility in and to a picture book. The book was selected on the basis of loan statistics in a multilingual school. At the third place in the statistics was the most lent student-selected picture book Alfons and Milla (Bergström, 1985) which is the focus of this study. The book was analysed as to its accessibility in three different ways: the accessibility to the relationships revealed in the illustrations of the book, the accessibility to the interaction between image and written text, and also the librarian’s influence regarding the physical accessibility of the book.   The study reveals that the relationships between the characters in the book were often implicitly expressed and therefore an advanced literate understanding is required to understand the relations between the characters and to get access to the whole story. The correspondence between texts and images were often weak as the texts did not explicitly describe what was really happening in the image but instead described other things. This means that to completely understand and get access to the interaction between text and image the reader must have developed a rather advanced literate competence. Regarding the physical access to the book, the librarian actually tried to minimize the physical accessibility to the book in favour of other books.   The conclusion of the study is that the reader must be able to make many interpretations to grip the implicit meanings in the book. Such interpretations require quite an advanced literate competence. The book is popular among the multilingual pupils which show that they find pleasure in the book in one way or another even though they might not understand all implicit relations. The didactic implication of the study is that the pupils might need explicit teaching about how to reveal implicit meanings in literature in order to make them get a deeper understanding of the books they read. This is also a way of supporting their development of critical literacy.

Det övergripande problemet vi började med är vad som beskrivs i artikeln En skola utan kanon om att elever läser mindre i skolan på grund av olika faktorer. Vissa av dem är rent tidsmässiga men även att det finns en delad uppfattning om att det helt enkelt inte finns nog med tid för djupgående skönlitterär läsning (Nordlund 1998). Olin-Scheller (2006) förmedlar i sin avhandling att det är svårt för läsare, mest omnämnt gymnasieelever, att ta till sig av den skönlitterära läsningen om den inte stämmer överens med elevernas litterära repertoar. Syftet med vårt översiktsverk är i huvudsak att presentera hur läsning och personlig utveckling hänger ihop samt förmedla varför skönlitterär läsning är både aktuell och viktig för elever. Fokus för vårt översiktsverk ligger på material som berör skönlitterär läsning för elever på gymnasienivå. Vi har använt oss av sökning i olika databaser genom att använda både breda och specifika sökord och termer. Materialet består av både vetenskapliga artiklar, litteratur och avhandlingar relevanta för våra avgränsade söktermer. Den övergripande frågan vi har arbetat med i bred bemärkelse är ”Hur och varför arbetar man med skönlitteratur i skolan?” Genom läsning och avgränsning av materialet utvecklades frågan till ”Hur bidrar läsning till personlig utveckling?” och även en sidofråga utvecklades vid läsningen av materialet ”Gör det någon skillnad på vad man läser?” Gemensamt för alla våra källor är att de alla belyser det faktum att det är viktigt att lägga vikt på den skönlitterära läsningen på gymnasiet. Dels för att alla elever ska få samma möjlighet till utveckling av sin litterära repertoar, dels för att varje elev ska få chansen till en djupare personlig utveckling innan vuxenlivet tar vid på riktigt. Nyckelord: Critical literacy, litterär repertoar, personlig utveckling och skönlitteratur.

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