An analysis of the British Columbia language arts English curriculum : perspectives on literacy

dc.contributor.author	Kugelstadt, Anita Ann	en_US
dc.date.accessioned	2024-08-14T18:34:02Z
dc.date.available	2024-08-14T18:34:02Z
dc.date.copyright	1993	en_US
dc.date.issued	1993
dc.degree.department	Department of Communication and Social Foundations
dc.degree.department	Department of Curriculum and Instruction
dc.degree.level	Master of Arts M.A.	en
dc.description.abstract	Using resistant reading as a vehicle, this study examines the newly articulated British Columbian Language Arts English curriculum documents, specifically Curriculum Guide, Position Statements, The Research Base: Research about Teaching and Learning, and Learning Through Reading: Teaching Strategies Resource Book. By placing the Language Arts English curriculum documents within a specific intertextual framework constructed from related curricular documents and contemporary investigations into literacy and curriculum, the author shows how the curriculum documents subvert their most important intended goals. Ultimately, the curriculum documents subvert their important intended goals, making the attainment of these goals improbable and perhaps impossible, by failing to incorporate adequately and consistently contemporary conceptions of literacy.	en
dc.format.extent	132 pages
dc.identifier.uri	https://hdl.handle.net/1828/18503
dc.rights	Available to the World Wide Web	en_US
dc.subject	UN SDG 4: Quality Education	en
dc.title	An analysis of the British Columbia language arts English curriculum : perspectives on literacy	en_US
dc.type	Thesis	en_US

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