Date of Award

5-2008

Document Type

Thesis

Degree Name

Master of Arts (MA)

Legacy Department

Professional Communication

Advisor

Katz, Dr. Steven

Committee Member

Haynes , Dr. Cynthia

Committee Member

Young , Dr. Art

Abstract

This thesis uses a Freireian analysis to unravel underlying ideologies in the university's first-year writing curriculum. By examining the characterizations and plots of the writing classroom narrative, we discover where issues of conflicting purpose and structure arise within frameworks of ideological constraint. This thesis considers the student-hero, the antagonistic qualities of the general education and state-mandated standardized curricula, and the role of the teacher who lies between these two entities. The Learning Community (LC) model provides a dialogic revision to current classroom practices in the student/teacher dynamic. The LC model accepts Freire's socially and ethically responsive conscientiza‹o as a way to illuminate student engagement through writing.

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