The purpose of this qualitative study was to examine the ways in which the primary Discourse and school experiences inform the literate identity of a male teacher, as well as his professional practice. The research looks at the various influences and relationships that come to bear on male literate identity from childhood to professional practice. As well, it responds to the contention of the popular media that boys lagging literacies might be remediated through the presence of more male literacy role models in the classroom. This study suggests that although role models may be influential under particular circumstances, the development of literate identity is far more complex and nuanced.<p>
This study focuses on six male teachers and describes their experiences of literacy, particularly reading, from childhood into professional practice. Data were collected through semi-structured interviews and informal observations. The interviews revealed that male literate identity is a product not only of parental attitudes toward literacy, but it is also determined by the individuals sense of competence and purpose, as well as sometimes serendipitous encounters with other readers.
| Identifer | oai:union.ndltd.org:USASK/oai:usask.ca:etd-03082009-225757 |
| Date | 11 March 2009 |
| Creators | Welch, Shannon Rae |
| Contributors | Ward, Angela, Park, Jeff, McVittie, Janet, Haines, Len, Balzer, Geraldine |
| Publisher | University of Saskatchewan |
| Source Sets | University of Saskatchewan Library |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://library.usask.ca/theses/available/etd-03082009-225757/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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