Understanding Self and the Other: Hermeneutic Pedagogy and Dialogic Instruction in Teacher Guided Novel Study
| dc.contributor.advisor | Balzer, Geraldine | |
| dc.contributor.committeeMember | Morrison, Dirk | |
| dc.contributor.committeeMember | Molnar, TIm | |
| dc.contributor.committeeMember | Kulnieks, Andrejs | |
| dc.contributor.committeeMember | Murphy, Shaun | |
| dc.creator | Braun, Heather | |
| dc.date.accessioned | 2022-01-24T20:36:40Z | |
| dc.date.available | 2022-01-24T20:36:40Z | |
| dc.date.created | 2021-12 | |
| dc.date.issued | 2022-01-24 | |
| dc.date.submitted | December 2021 | |
| dc.date.updated | 2022-01-24T20:36:40Z | |
| dc.description.abstract | The English Language Arts classroom has long placed reading and writing for, as, and of learning on a pedestal limiting the opportunities of those who do not excel in these areas to fully partake in learning. To fully engage students in the critical thinking and learning in English Language Arts (ELA), more needs to be done to develop cultures of conversation. The purpose of this study was to examine the impact that hermeneutic pedagogy and dialogic instruction could have on educators in their attempt to engage students and to increase discourse during the planning and implementation of the teacher guided novel study. Hermeneutics and dialogism encourage participants to consider their own and other’s perspectives as they interpret numerous texts—written, oral, visual—and make sense of the world within which they live. This self-study looked at how the teaching of Frederik Backman’s Beartown through the lens of hermeneutics and dialogism allowed for the building of a culturally responsive classroom. The findings of this research assess the value of hermeneutics and dialogism in the ELA classroom and how these instructional tools can support teachers in integrating diverse voices and stories into their program. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/13791 | |
| dc.subject | Hermeneutic Pedagogy | |
| dc.subject | Dialogic Instruction | |
| dc.title | Understanding Self and the Other: Hermeneutic Pedagogy and Dialogic Instruction in Teacher Guided Novel Study | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Curriculum Studies | |
| thesis.degree.discipline | Curriculum Studies | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Education (M.Ed.) |