Surrealist Critical Play: Implementing Surrealist Philosophy in Secondary English Language Arts
Notice bibliographique
Résumé
This thesis explores possibilities for fostering critical engagement within English Language Arts (ELA) education, using influences from the Surrealism movement. My work was inspired by observations from my personal practice as a Secondary ELA teacher. While the Quebec Education Program (QEP) for ELA highlights the development and articulation of multiple perspectives, the document also implies “correct” ways of reading. It is possible that this implied emphasis on correct answers leads to disengaged learners. Conversely, Surrealism involves pursuing unhindered thought, by critiquing reality and the status quo. Surrealist philosophy, within ELA, invites students to question their conditioned positions as readers of text and the world. I argue that such a stance increases engagement and relevance. Critical Pedagogy is a philosophy of education that borrows from critical theory and attempts to awaken a critical consciousness in students. Critical Pedagogy questions the effects of status quo educational systems that promote select forms of knowledge (Giroux, 1988). Neoliberalism is a philosophy based on individualized economic potential (Harvey, 2007). Critical Pedagogy thus critiques Neoliberalism’s effects on education, while Surrealism problematizes politically-controlled artistic viewership; thus, the former provides theoretical glue in connecting Surrealism and ELA. Through qualitative research, I draw upon narrative inquiry, as well as self-study and memory work. During a sixth-month period observational study of my “problematized” ELA class, I introduced Surrealist philosophy to the existing curriculum, using critical dialogue to interrogate norms. Jot notes, personal interviews with students, and a self-study using personal photographs comprised my data strands. I present these strands in a narrative account, which aims to represent a multidimensional, shared experience of teaching, learning and experimenting with ELA. My research holds value in addressing gaps between the theory and practice of educational programs such as the QEP. With transferability and societal preparation being goals of the QEP, my Surrealist-inspired focus on norms and human-centered themes could illuminate societal relevance in students’ classroom learning. This study also offers significant contributions to the domains of teacher self-study and professional development. Ultimately, this work aims to reconceptualize the ELA classroom as a democratized laboratory for critical experimentation and the development of expressive skills, as well as a societal microcosm for the world outside the classroom
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,019 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».