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dc.creatorRodríguez, Rodrigo Joseph
dc.date.accessioned2012-04-20T14:20:12Z
dc.date.available2012-04-20T14:20:12Z
dc.date.created2001
dc.date.issued2012-04-20
dc.identifier.urihttp://hdl.handle.net/2152/15388
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the University of Connecticut.en_US
dc.description.abstractThe overall purpose of this study is to explore sociocultural phenomena that surround the program and teaching of American literature at Macario García High School. Guiding this project are the following specific research questions: 1. How can one describe the sociocultural community in MGHS: history, physical setting, economic, political and aesthetic contexts, relations, beliefs, etc.? 2. What are eleventh grade English teacher participants’ perceptions of their U.S.-Mexican students and the American literature curriculum? a. What factors influence their perceptions? b. How do participants perceive themselves as teachers of American literature? 3. How can the process of curriculum selection of American literature for the eleventh grade be described? a. Are there specific selection criteria? b. Do criteria differ from the ones mandated by the school district? 4. How do teacher participants perceive intermediality in the schooling process related to literary study? How do students perceive it? 5. What theoretical explanation emerges in the findings of this study?en_US
dc.language.isoengen_US
dc.subjectAmerican literatureen_US
dc.subjecteducationen_US
dc.subjectU.S.-Mexican studentsen_US
dc.subjectethnographyen_US
dc.subjectpedagogyen_US
dc.titleThe Canon Revisited: An Ethnographic Study on the Teaching of American Literature to U.S.-Mexican Students at Macario García High Schoolen_US


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