Exploring gender and sexuality in high school English literature
LE3 .A278 2011
Master of Education
This thesis employs a narrative research approach to examine how high school English teachers engage and challenge issues of gender and sexuality using the Nova Scotia Authorized Resource List. Research participants include high school English teachers from rural and urban schools, librarians, school board specialists and Department of Education employees. Themes that emerged and are explored are divided into two broad categories: the teacher; the text. Subthemes which emerged in the teacher include: educators’ understanding of role and responsibility; exploring perspective and experience; critical literacy and social justice; youth voice, perspective and understanding; risk; historical context; literacy practices; embedded curriculum; book share; connections; choice; whole class and small group; support, mentorship and professional development; and, race relations, culture cultural understanding and human rights. Subthemes that emerge in the text include: searching for the text; annotated notes; ordering text from the ARL; traditions of the bookroom; protection; and, literacy success.
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