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Permanent link (DOI): https://doi.org/10.7939/R3T022

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Reading Between the Lines and Against the Grain: English Language Arts and Social Reproduction in Alberta Open Access

Descriptions

Other title
Subject/Keyword
English language arts
stratification
curriculum
secondary education
educational policy
social reproduction
high school
Alberta
class
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Vermeer, Leslie A.
Supervisor and department
Kachur, Jerrold (Educational Policy Studies)
Examining committee member and department
Iveson, Margaret (Secondary Education)
Mackey, Margaret (School of Library and Information Studies)
Harder, Lois (Political Science)
Wallace, Janice (Educational Policy Studies)
Finkel, Alvin (History, Athbasca University)
Department
Department of Educational Policy Studies
Specialization
Theoretical, Cultural and International Studies in Education
Date accepted
2012-09-28T09:45:43Z
Graduation date
2012-09
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Alberta's 2003 High School English Language Arts curriculum produces differential literacies because it grants some students access to high-status cultural knowledge and some students access to merely functional skills. This differential work reflects an important process in sorting, selecting, and stratifying labour and reproducing stable, class-based social structures; such work is a functional consequence of the curriculum, not necessarily recognized or intentional. The process, however, does not occur in isolation and is in fact complementary to other social processes of stratification. Nonetheless, this dissertation argues that by changing the curriculum, emphasizing tactical and strategic literacy, and teaching the practice of critique, we — teachers, students, and citizens — may interrupt the hegemonic action of the dominant ideology and reveal a space for transformative social change.
Language
English
DOI
doi:10.7939/R3T022
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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