Heartful inquiry : a parallactic approach to English language arts curriculum
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Archacka, Natalia
issued: 2015-07-27T17:03:40Z
issued: 2015
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Before I embark on explaining the structure of this work, I would like to invite my reader(s) to seek resonances and dissonances with the words read from the page. While this conceptual thesis is written as a triptych – a set of three artistic works intended to be appreciated together – the individual parts speak to autobiographical and heartographical ruminations within the existing literature, thereby supporting a parallactic approach to English Language Arts (ELA) curriculum. The autobiographical narrative is written in fragments. These stories of hopeful struggles, within schools as both a student and then an educator, are what have led me to become a language and literary researcher. While some may contest autobiographical writing in the academy, it is necessary to understand oneself in order to then understand the Other. The heartographical section is the pièce de résistance. It is the centerpiece of this thesis as the heart is the single life-giving organ from which everything flows; it fills the fissures of the earth and brings light-full hope amid the despair of darkness. This piece will bridge some of the ellipsis seen in the fragments and the telling rather than showing a parallactic approach to ELA curriculum. The heartographical is the prominent present – pedagogically, philosophically and poetically – pulsing through the personal and the collective while heeding the past and questing without certitude courageously into the future. It is a place where the artist does not heed time or space in unleashing their inner spirit-between the experiences of the artist, researcher, and teacher. A/r/tography is an arts-based methodology that examines the contiguous relationship between and among the three identities. The slashes in-between the three identities present an interstitial space that I, as a neophyte to a/r/tography, have come to know as a place of responsibility to acknowledge that one never dwells only within one of these identities. As such, art, in …
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/54168
note: HEARTFUL INQUIRY: A PARALLACTIC APPROACH TO ELA CURRICULUM by Natalia Archacka B.A., The University of British Columbia, 2008 B.Ed., The University of British Columbia, 2013 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language and Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) July 2015 © Natalia Archacka, 2015 ii Abstract Before I embark on explaining the structure of this work, I would like to invite my reader(s) to seek resonances and dissonances with the words read from the page. While this conceptual thesis is written as a triptych – a set of three artistic works intended to be appreciated together – the individual parts speak to autobiographical and heartographical ruminations within the existing literature, thereby supporting a parallactic approach to English Language Arts (ELA) curriculum. The autobiographical narrative is written in fragments. These stories of hopeful struggles, within schools as both a student and then an educator, are what have led me to become a language and literary researcher. While some may contest autobiographical writing in the academy, it is necessary to understand oneself in order to then understand the Other. The heartographical section is the pièce de résistance. It is the centerpiece of this thesis as the heart is the single life-giving organ from which everything flows; it fills the fissures of the earth and brings light-full hope amid the despair of darkness. This piece will bridge some of the ellipsis seen in the fragments and the telling rather than showing a parallactic approach to ELA curriculum. The heartographical is the prominent present – pedagogically, philosophically and poetically – pulsing through the personal and the collective while heeding the past and questing without certitude courageously into the future. It is a place where the artist does not heed time or space in unleashing their inn…
has type: Thesis/Dissertation
date issued: 2015-11
is shown at: 10.14288/1.0166433
language: eng
degree discipline: Language and Literacy Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivs 2.5 Canada
rights URI: http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/54168