DOI
https://doi.org/10.25772/8VZ2-5530
Defense Date
2018
Document Type
Thesis
Degree Name
Master of Arts
Department
English
First Advisor
David Coogan, Ph.D.
Second Advisor
David Golumbia, Ph.D.
Third Advisor
Julie Gorlewski, Ph.D.
Fourth Advisor
William Muth, Ph.D.
Abstract
Language, Literacy, and Conscientização in American Public Schools synthesizes poststructural language theory to critique literacy teaching and assessment norms in American public schools in order to theorize a pedagogy of racial and economic justice that embraces globalization and immigration. Chapter I creates a theoretical framework for language that rests firmly on both Lev Vygotsky’s and Jacques Lacan’s sociohistorical approach to language acquisition and language use. Mikhail Bakhtin’s work demonstrates the heteroglossic nature of discourse, while Antonio Gramsci politicizes this framework through an understanding of hegemony. Chapter II sketches ethnographic research on teaching practices of various American communities, focusing on ideology perpetuating through discourse. A cultural critique of public school economics and epistemologies determines that shortfalls in public education derive from discourse practices among economically and racially stratified lines, as well as the capitalistic intrigue for reform movements like charter schools. Chapter III turns to Paulo Freire, and his praxis of critical awareness through literacy, or, more simply: conscientização.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-7-2018
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Cultural History Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Discourse and Text Linguistics Commons, Epistemology Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons, United States History Commons