Border Gods in Communities and Classrooms: Toward a Pedagogy of Enchantment

Dale Allender (2009). Border Gods in Communities and Classrooms: Toward a Pedagogy of Enchantment PhD Thesis, School of Education, The University of Queensland.

       
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Author Dale Allender
Thesis Title Border Gods in Communities and Classrooms: Toward a Pedagogy of Enchantment
School, Centre or Institute School of Education
Institution The University of Queensland
Publication date 2009-05
Thesis type PhD Thesis
Supervisor Gloria Dall" Alba
Total pages 223
Total black and white pages 223
Subjects 13 Education
Abstract/Summary Mythology is a consistent part of the high school English language arts school curriculum dating back well beyond the last forty years. High school English teachers‘ beliefs about mythology, student engagement, and educational policy demonstrate the rationale and dynamic of this longevity. This study explores the development and elements of myth, asserting the importance of approaching myth through critical cultural studies generally, and in high school English arts classrooms specifically. Drawing upon a variety of cultural sources (i.e. sacred narrative, children‘s television, cable news television, literature, movies, music, and the internet); theorists (from Levi-Strauss‘s structuralism through the post-structuralism of Barthes, Anzuldua, and Maya Derrin); and methodologies (content analysis of murals, news excerpts, teacher footage on video literary analysis, and autoethnography) this study presents a critical cultural studies exploration of myth and myth studies. After deconstructing and applying Levi-Strauss‘ notion of Bricolage to a wide variety of contexts, I conclude that myth is based in all sorts of individual and collective human movement. And this movement gives rise to myth which can be characterized as political, spiritual inter-textual, performative and hybrid. I further conclude that a critical cultural studies approach to myth attends to student engagement, anticipates 21st century learning frameworks, and offers possible consideration of interfaith education in schools.
Keyword Mythology, critical cultural studies, literacy, secondary English education, English teachers, tricksters, African myth, media studies, narrative, travel

 
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