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UBC Theses and Dissertations
Narrative, literacy and the quest for self: Tango through the dark Dunlop, Rishma
Abstract
This research explores the development of a manuscript of poetry (a creative text within text) titled Tango Through the Dark, considering lived experiences through qualitative, autobiographical methodology. The manuscript’s autobiographical approach is based on the conviction that the understanding of self is a precondition of and essential to the understanding of others. Therefore, the process of education lies not in the observer, but in the articulation of lived experience. As teacher and writer, the process of divestment or self-reflection allows an enrichment of experience in the reconstruction of the writer’s world. It is my conviction that pedagogical endeavours, in particular the teaching of literature and the quest for literacy, need to be grounded in the personal as a starting point in the reconstructing process that is essential between students, teachers and written texts. The discourses in this text, post-modern in their play with traditional scholarly writing, are informed by and interwoven with imaginative writings of authors in the fields of literature, curriculum and literary theory, post-structuralism, phenomenology, existentialism, and feminist thought. The narrative constructions become modes of writing that challenge established classifications and separations of disciplines and discourses, enhancing the understanding of the texture of lived experience. Texts create meaning in the world, not fixed meaning but new meanings, responding to Barthes’ challenge: “étonne-moi.” The interconnection of texts becomes a passage to the teaching self as the particularities of writing, teaching, and knowing the self, and the tensions between public and private persona are explored. In my writing and in my considerations of texts, I am inspired by Barthes’ comparisons of “teaching to play, reading to eros, writing to seduction” (quoted in Sontag, 1982, pp. xvi - xvii). The quest is to discover scholarship that exemplifies difference, emerging from “an ethos of eros and empathy” (Christ, 1987, p.58).
Item Metadata
Title |
Narrative, literacy and the quest for self: Tango through the dark
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1994
|
Description |
This research explores the development of a manuscript of poetry (a creative text
within text) titled Tango Through the Dark, considering lived experiences through
qualitative, autobiographical methodology. The manuscript’s autobiographical
approach is based on the conviction that the understanding of self is a precondition of
and essential to the understanding of others. Therefore, the process of education lies
not in the observer, but in the articulation of lived experience. As teacher and writer,
the process of divestment or self-reflection allows an enrichment of experience in the
reconstruction of the writer’s world. It is my conviction that pedagogical endeavours, in
particular the teaching of literature and the quest for literacy, need to be grounded in
the personal as a starting point in the reconstructing process that is essential between
students, teachers and written texts.
The discourses in this text, post-modern in their play with traditional scholarly writing,
are informed by and interwoven with imaginative writings of authors in the fields of
literature, curriculum and literary theory, post-structuralism, phenomenology,
existentialism, and feminist thought. The narrative constructions become modes of
writing that challenge established classifications and separations of disciplines and
discourses, enhancing the understanding of the texture of lived experience. Texts
create meaning in the world, not fixed meaning but new meanings, responding to
Barthes’ challenge: “étonne-moi.” The interconnection of texts becomes a passage to
the teaching self as the particularities of writing, teaching, and knowing the self, and
the tensions between public and private persona are explored. In my writing and in my
considerations of texts, I am inspired by Barthes’ comparisons of “teaching to play,
reading to eros, writing to seduction” (quoted in Sontag, 1982, pp. xvi - xvii). The
quest is to discover scholarship that exemplifies difference, emerging from “an ethos
of eros and empathy” (Christ, 1987, p.58).
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Extent |
1434280 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-02-24
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078099
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1994-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.