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Cracking Open the Literary Canon : = Disrupting English Curricula Through Relational Reading.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Cracking Open the Literary Canon :/
Reminder of title:	Disrupting English Curricula Through Relational Reading.
Author:	James, Rose.
Description:	1 online resource (142 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-05.
Contained By:	Masters Abstracts International85-05.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380837095

Cracking Open the Literary Canon : = Disrupting English Curricula Through Relational Reading.
James, Rose.

Cracking Open the Literary Canon :Disrupting English Curricula Through Relational Reading. - 1 online resource (142 pages)

Source: Masters Abstracts International, Volume: 85-05.

Thesis (M.A.)--University of Toronto (Canada), 2023.

Includes bibliographical references

Emerging as a form of pedagogical action research, my study works to develop a reading practice that confronts, rather than ignores or misrepresents, the complex histories of colonialism embedded in the literature that is read in high school English classrooms. Following the research documenting a sustained, disproportionate reliance on the Eurocentric literary canon in English classrooms across Canada, I argue that the way this literature is taught generally leaves students with an ahistorical and narrow worldview that fails to recognize the colonial violence embedded in these narratives. To disrupt this legacy, my project employs Critical Discourse Analysis and Metissage to develop a reading practice I denote as "relational reading." In developing this praxis, I engage three texts-Shakespeare's The Tempest, Gale's Angelique, and Dimaline's The Marrow Thieves-in intertextual conversation. By tracing the sustained impact of these systems of power across texts, I suggest that this study might help re-envision literature education as a means for confronting these violent histories, while helping students imagine how we can work together towards forging anticolonial futures rooted in solidarity, accountability, and reciprocity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380837095Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Canadian historyIndex Terms--Genre/Form:

554714
Electronic books.

Cracking Open the Literary Canon : = Disrupting English Curricula Through Relational Reading.
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504 $a Includes bibliographical references
520 $a Emerging as a form of pedagogical action research, my study works to develop a reading practice that confronts, rather than ignores or misrepresents, the complex histories of colonialism embedded in the literature that is read in high school English classrooms. Following the research documenting a sustained, disproportionate reliance on the Eurocentric literary canon in English classrooms across Canada, I argue that the way this literature is taught generally leaves students with an ahistorical and narrow worldview that fails to recognize the colonial violence embedded in these narratives. To disrupt this legacy, my project employs Critical Discourse Analysis and Metissage to develop a reading practice I denote as "relational reading." In developing this praxis, I engage three texts-Shakespeare's The Tempest, Gale's Angelique, and Dimaline's The Marrow Thieves-in intertextual conversation. By tracing the sustained impact of these systems of power across texts, I suggest that this study might help re-envision literature education as a means for confronting these violent histories, while helping students imagine how we can work together towards forging anticolonial futures rooted in solidarity, accountability, and reciprocity.
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