Search Constraints
Filtering by:
Campus
Humboldt
Remove constraint Campus: Humboldt
Department
English
Remove constraint Department: English
Collection
Thesis
Remove constraint Collection: Thesis
1 - 25 of 25
Number of results to display per page
Search Results
- Creator:
- White, Keeley
- Description:
- The emerging field of narrative medicine challenges precepts governing the long-standing tradition of rational medicine. As it develops and proliferates, narrative medicine will likely evince many taboos. These taboos are indicative of a boundary circumscribing the realm of legitimate medical practice. Allowing patients to speak their own truths will admit into the medical profession new and provocative sentiments, superstitions, or ideas. What is taboo within mainstream medicine is often aligned with or deemed “feminine.” Many designations of the legitimate and illegitimate seem to hinge upon a division between the mind and body, the former being tied to masculine authority, and the latter somehow equating the feminine and problematic. Virginia Woolf’s essay “On Being Ill” addresses the Western mind/body duality, and calls for a new language capable of rendering the body visible within normative discourse. Woolf challenges standard appraisals of illness, effectively prefiguring the development of narrative medicine. Despite, or rather because of its marginal status, there is much hope to be found within the concept of a feminine, embodied language and writing, especially within the medical context.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
2. The effects of literature as a guidebook: reimagining landscapes through Barry Lopez’s Desert Notes
- Creator:
- Gabriels, Samuel T.
- Description:
- In “The American Geographies,” Barry Lopez characterizes the Western world’s exploitation of the environment as due to its superficial "knowledge of the real dimensions of the land it occupies." In my thesis, I analyze how Lopez utilizes unique narrative forms and multiperspectival approaches to offer his audience a space to reverse this predicament. By tracking his use of these literary devices, I illustrate how Lopez brings the landscape to the foreground as both his story's reality and a metaphor for the reader's landscape to guide them towards refamiliarizing themselves with each.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Wilson, Nickolas
- Description:
- Iris Murdoch’s philosophy departs from the norm in analytic philosophy. Rather than set out to demonstrate the deductive certainty of her views, Murdoch takes it as self-evident that the human consciousness is inherently value-laden, but clouded by self-consoling fantasies. Her antidote is art. By viewing good art, in any medium, the individual becomes aware of a reality outside of oneself, and thereby expands the capacity for empathy. My project looks at the relationship between Murdoch’s philosophy and her fiction, arguing that the two are mutually supportive. I advance this claim by showing how Murdoch’s ethics are most clearly seen in her novels for reasons surrounding their form. With this in mind, I examine The Bell and The Black Prince. I also look at contemporary scholarship which challenges various interpretations of Murdoch’s views. My own criticism is primarily concerned with the work of David Robjant, who argues against theological interpretations of Murdoch’s work which view her moral exemplar as a Buddhist Christian. With that in mind, my argument shows the relevance of Maria Antonaccio’s interpretation of Murdoch’s work and the extent to which it can withstand Robjant’s critique.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Stein, Christopher David
- Description:
- Defoe’s Robinson Crusoe is one of the most frequently retold narratives in western literature featuring over 700 adaptations in its 200-year history. Such copious retelling has turned the story into an occidental myth, a folktale of western identity relative to the rest of the world. This project explores three adaptations of Robinson Crusoe in the Robinsonade tradition and how they alter or contest the meaning of the canonical narrative by their retellings. These three novels — The Coral Island, Lord of the Flies, and John Dollar —produce their own branch of the Robinsonade tradition by speaking simultaneously to Defoe and to each other, signaling multiple associations within a single text. Examining the ways in which these narratives interact with each other and with the larger myth that encompass them will sheds light how literature contributes to developing archetypes that help society define their cultural identities
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Correale, Anthony
- Description:
- D’Arcy McNickle’s 1936 novel The Surrounded is a seminal work of Native American fiction. Combining the work of theorists in both masculine studies and postcolonial studies, I analyze McNickle’s novel as an expression of Native American identity and masculinity in response to pernicious stereotypes of Native masculinity and to colonialism generally. My close reading identifies where these stereotypes exist in the novel and how Native males combat or succumb to them. Ultimately, I show how colonialism works as a gendered process, threatening Native manhood as well as the Native community at large.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Hansen, Mary Ann
- Description:
- This paper examines the interactions of self-efficacy and self-concept in a mixed method study. Ten fourth grade children from a small rural elementary school were interviewed in 2003 regarding their self-perceptions of competence. These children were interviewed again in 2011 as high school seniors. As seniors, they also completed the Multidimensional Self-concept Scale (Bracken, 1992) and a modified Multidimensional Scales of Perceived Self-Efficacy (Bandura, 1990b). Correlation and multiple regression analyses were conducted to examine the relationships between two self-efficacy domains (academic achievement and self-regulated learning) and the three measures of self-concept (global, academic and competence). Measures of self-efficacy were related, as were measures of self-concept. Self-regulated learning self-efficacy and competency self-concept were significantly related at r=.82, p≤.01. Students in 2011 made predictions about, listened to, and responded to the audio recordings of the 2003 interviews. These responses were coded for comparative analysis across questions and across time. The relationship between the study participants’ responses and the theoretical models of self-efficacy, expectancy-value theory and self-concept are discussed. Notable stability in student responses over time was observed. Suggestions for further research are discussed.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Jean, Laurel
- Description:
- Rule books for tabletop, pen and paper roleplaying games, such as Dungeons and Dragons, are full of advice for creating stories that are coherent, three-dimensional, and engaging. In a composition classroom, students are striving to create arguments that are cogent, demonstrate their ability to analyze, and embed those arguments in interesting and relevant pieces of writing. Parallels exist between composition pedagogy and the techniques “players” and the leader in a Dungeons and Dragons-like game utilize to tell a story: collaboration, understanding audience, and maintaining continuity and coherence. Teachers in a composition classroom and Game Masters in a tabletop, pen and paper roleplaying game use similar techniques to achieve similar goals. I will expose these parallels with the aim to demonstrate what composition instructors can borrow from role playing manuals.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Marsden, Kerry Lynne
- Description:
- In this project I compare and contrast Leonard Woolf’s novel The Village in the Jungle and Virginia Woolf’s short story “Kew Gardens,” in order to explore how each author describes, defines, and decries British intercontinental imperialism. Troubling the critical consensus regarding the gendered distinctions between the work of Leonard and Virginia Woolf, I will trace how the authors variously exploit and expose Victorian demarcations of gender, sexuality, race, and class to motivate their anti-imperialist critiques.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Taylor, Benjamin Ryan
- Description:
- In 2012, I was sent to the island of Pohnpei in the Federated States of Micronesia, an Oceanic country consisting of many islands and atolls, as an English instructor and teacher trainer through the Peace Corps. I spent two years teaching English as a Foreign Language (EFL) alongside local teachers at a public elementary school in 5th- through 8th-grade, in addition to assisting 4th-grade English instructors with reading, writing, speaking and listening activities. When I arrived at my service site, I found that teachers often lacked training and resources, and that students lacked engaging activities and reading materials which would have greatly helped with motivation. I developed workshops for teachers on topics ranging from lesson planning to classroom management, and developed lesson plans with those teachers which emphasized group work, creativity, and critical thinking. Results were overwhelmingly positive, with student standardized test scores improving by margins of as large as 36% over the two-year period. This thesis tells the story of that transformation somewhat chronologically, beginning with my coursework at Humboldt State University and my Pre-Service Training in the Peace Corps. The next chapter of the thesis focuses on the needs observed at my service site; these needs, in turn, inform the following chapter on classroom activities, lesson planning, and resource development. The penultimate chapter deals primarily with teacher-focused workshops, developed not only in the interest of improving teacher performance but also in an effort to help teachers pass certification examinations administered by the local Department of Education. My hope is that EFL instructors, future graduate students, and future Peace Corps volunteers can use my examples as inspiration for their own pedagogical successes, regardless of their teaching context.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Gunderson, Daniel
- Description:
- In this project I analyze David Lynch and Mark Frost’s television series Twin Peaks, with special focus on the presence of a “spectral” Native American antagonist in the mythology of the series. I briefly trace the image of the spectral Native American in the history of American arts and letters—a history that conveys the preoccupations and anxieties of a young nation—and I explore how the presence of a contemporary spectral Native American in Twin Peaks both complicates our understanding of the social politics embedded in Lynch’s body of work, and indicates a collective American psyche still struggling to come to terms with the origins of its stolen land. I argue that Twin Peaks is a televisual update of what Renee Bergland names American literature’s discursive strategy of “ghosting” Native Americans, and I explore how depictions of ghosting in the medium of television elucidate the modern-day dynamics of a centuries-old feature of American letters. ii
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Alexander, Amanda L.
- Description:
- The literary vampire figure, as it would be recognized today, entered English literature through translations of late eighteenth century German poetry. The purpose of this project is to explore how the relationship between German vampire ballads and British vampire narratives acts as a literary manifestation of German-British cultural and political attitudes and interactions in the roughly century and a half before World War I. This relationship will be discussed through an exploration of the constructs of blood and body within vampire narratives in direct relationship to sociocultural discourses of race in Pre-WWI England. This project seeks to explore the following questions: Are vampire narratives a fictional response to “the German Problem” of nineteenth century imperialism? What is the significance of the vampire figure being outside normative constructions of race and nation? Drawing on Goethe’s “Bride of Corinth” and Bürger’s “Lenore,” I will do a close reading of John Polidori’s The Vampyre, J.S. LeFanu’s Carmilla, and Bram Stoker’s Dracula. This reading will be theoretically framed by by Homi Bhabha’s theories of liminiality, mimicry, and ambivalence as one way to describe the vampire body.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Knight, Jacob
- Description:
- Notions of “audience” have evolved and expanded over the past four decades. This piece will cover how the reader-writer relationship has developed within a framework shifting from cognitive to more socially constructed in nature. It will then detail the 21st century shift toward composing with digital media, and how the relationship between a writer and his or her reader has been significantly altered by bringing both roles into the same discursive space. Ultimately, this piece informs instructors to be aware of the developments in audience theory, and concludes by discussing how the work of Powell and Dangler et al. promotes far more authentic and socially constructed notions of audience within a writing classroom than more standard pedagogical applications.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Walsh, Stephanie Lyn
- Description:
- This project examines the space between “student” and “expert” that graduate students in Composition Studies navigate. Through an autoethnographic look at my own experience designing and conducting an empirical research project, I argue that the practice and doing of research is as important for graduate students in Composition as the learning of research methods.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Macias, Genevive P.
- Description:
- This project examines the factors involved in utilizing the evidence- based intervention practice of video modeling with young children with autism. To better understand the technique, a pilot implementation of video modeling was included in the process of completing the project. The challenge in video modeling is in understanding all of the steps and individualization needed to use it as an effective intervention. In this project there is an overview of various forms of video modeling, play skills to target in an educational setting, tools for creating videos and strategies for implementing the intervention in a school setting. During the pilot, I implemented video modelling with one of my students. As part of standard practice, rates of initiations of play for the pilot student were taken before, during and after the intervention. The student exhibited an increase of the target skill during and after the intervention. Video modeling for the pilot student appeared to support the learning of the target skill.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Jean, Laurel
- Description:
- Conventionally, the sublime is the state of mind in which observers of art and culture, comprehend, for a fleeting moment, the incomprehensible. As our imagination cannot conceptualize infinity, or death, our capacity for reason must fill the gaps. This knowledge, that our reasoning mind can understand concepts which our imagination is incapable of grasping, is the sublime. The works of H. P. Lovecraft, in all their cosmic, super-sensible horror, demonstrate for the narrators or characters the nature of the sublime, through terror and revulsion. To explicate examples of the sublime experience in Lovecraft’s works, I will read “The Call of Cthulhu,” “The Outsider,” and “The Music of Erich Vann,” with the aim to understand the sublime further, and tie it to revulsion and horror. Lovecraft’s enjoyed a revival recently, with his short stories inspiring new movies, comic books, video games, and books. As such there is a demand for Lovecraft, and criticism and essays on his works are a part of that revival that I wish to partake in.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Goyeneche, Natalie
- Description:
- The purpose of my study is to acknowledge that through movement, the connection between mind and body can greatly benefit composition pedagogy in first year university level writing programs. I argue for a more holistic approach to the teaching of writing, which includes a combination of expressivist, postmodern, and critical pedagogies paralleled and intertwined in order to enhance the mind-body connection through a paradoxical combination of unified individuality.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- MacDonald, Lauren
- Description:
- The pervasive container metaphor of language used in writing classes carries connotations that writing is a product containing meaning, rather than a process of meaning-making, inquiry, and discovery. This framework is both problematic and harmful as it fails to capture the embodied nature of writing, ignoring the body as a crucial part of composing. As an alternative, this project moves towards a view of writing as technē in which craft and technique are deeply intertwined through the dynamic relationship between text, body, and context. Working from this concept of technē, this project suggests metaphors can be extended into the physical realm for use in the classroom. Through the construction of embodied metaphors, or physical table-top models that make figurative expressions or concepts tangible, students can reflect on the writing process via a material engagement that stresses the mess of composing and its value as a social, lived experience.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Channel, Adam D.
- Description:
- This project advocates for the use of frequently-administered, low-stakes tests to enhance student learning of the disciplinary content of composition. Though there is widespread disdain for the role of standardized tests in education today, not all forms of testing are the same, and some forms of testing can be very effective teaching tools. Tests should ideally be locally generated with relevance to class content, frequently administered, and low-stakes, with feedback provided shortly after testing. This project lays the groundwork for how testing can dovetail into the student-centered dialogic classroom, a common practice in composition today. Theories of human learning (including the testing effect and the spacing effect) show that active retrieval is the best way to ensure long-term retention and understanding. Frequent tests provide active-retrieval opportunities for students, which should enhance learning and retention. The project concludes with how to build tests specifically for the instruction of first-year college composition.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Padilla, Elizabeth
- Description:
- In this analysis of F. Scott Fitzgerald’s The Great Gatsby I compare it to the 2013film adaptation of the same title by Baz Luhrmann. I explore four key elements crucial to an informed understanding of the novel’s most poignant theme, the transformative effect of the American individual’s response to hope: narrative point of view, the use and function of music, the use and function of fashion, and the use and function of the automobile. I examine the novel for its presentation of themes regarding the principle characters’ capacity for hope and the perception of reality that results from their responses; in tandem I examine the film for ways in which it effectively captures the essence of these themes. Most notably I focus on the particularly contemporary choices Luhrmann made for his film and the opportunities that are presented for new and renewed readings of the novel. I argue that the film is, in spirit, a faithful adaptation of a period novel that successfully maintains its own contemporary relevance. Along with joining in conversation with scholars who have compared earlier film versions to the novel, such as Dennis Cutchins, who discusses the benefits of film adaptation analysis in the teaching of literature, I also examine critical scholarship on Fitzgerald and The Great Gatsby novel, and Baz Luhrmann’s film techniques, as well as literary, sonic, and dramatic scholarship that investigates film adaptation and interpretation.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Alexander, Amanda L.
- Description:
- Between 1972-1974, the professional organization Conference on College Composition and Communication (CCCC) drafted and ratified what has become known as “Students’ Right to Their Own Language.” This policy marks a significant turn in composition discourses between those who advocate for the acceptance and inclusion of multiple student voices into writing and those that advocate for a stricter adherence to Standard English. This project will take the shape of a literature review, historical/documentary analysis, reflective piece, and significance. Specifically, this project will explore in more depth the motivations and discussions that went into creating the Students’ Right policy and to also explore its aftermath. What impact has this policy has on the teaching of First Year Composition (FYC)? As a new teacher, can there be reconciliation between the demands of university goals/objectives/expectations and the needs and interests of student writers? In exploring conflicting definitions of academic discourse, language, and writing, I will draw on the theories of language proposed by M.M. Bahktin. In particular, I will use Bahktin’s notions of authoritative discourse and internally persuasive discourse as they relate to Standard English, Students’ Right, and the teaching of writing at the college level.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Bailey, Aaron
- Description:
- In the fantasy world of South Park, Colorado, the town named in the popular Comedy Central show, everything is not always as it seems. Eruptions of chaos and melodramatic human relations play out in scores of situations that at times seem fantastic, and at other times, not far from reality at all. Issues of race, free speech, sexuality and gender, war, current political events, poverty, the arts and creative subjectivity, and other topics are addressed in an animated cartoon format by creators Matt Stone and Trey Parker. South Park has been airing for 16 seasons, is well-known, and has been praised for its critical approaches. It has been nominated for 7 Emmy awards, has won 4 awards, and has been the subject of two collections of critical essays. Furthermore, South Park frequently refers to widely known and taught works of literature, including Shirley Jackson’s short story “The Lottery.” The complexity of synthesizing current events and canonical texts in parody indicates a clear potential for South Park to be effective as a pedagogical tool in the post-secondary classroom. In expanded critical discussions, teachers and students can learn to relate literary criticism to contemporary media. Employing M.M. Bakhtin’s concepts of heteroglossia and the carnivalesque as well as critical analysis by scholars in English Studies, I illustrate how the show’s content can be applied in discussing canonical literature. I explicate themes from an episode that parallel themes in Jackson’s story. The greatest potential of such a demonstration is to show how students and teachers can form relations based on a common understanding of the “old” and the “new” in an attempt to increase students’ analytical skills. Using Bakhtinian concepts, I explored the pedagogical and ethical considerations of using South Park in the classroom, and found conflicts and complexities that require a balanced pedagogical approach. To illustrate these considerations, I used the South Park episode “Britney’s New Look,” to look for moments of parody and pedagogical potential.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Jones, Adrienne
- Description:
- This paper examines the social nature of affect as it intersects with trauma. Affect is a feeling or emotion experienced subjectively. At the root of trauma theory, affect theory attempts to categorize affects and link them with their respective sources and reactions. Current studies of affect reveal trauma and shame as inescapable consequences of patriarchy’s affect/culture interaction. Trauma theorists have examined how trauma obscures memory and representation. Contemporary trauma theorists are now investigating how gender, sexuality, race and class complicate the posttraumatic. I argue that we must consider the social, political and cultural nexus of trauma to more effectively understand the posttraumatic. These cultural factors are situated within patriarchy’s hierarchal network of institutions, which inform affective experience. Feminist and trauma theorist Maria Root conceptualized a term called “insidious trauma,” which places trauma at the center of patriarchy’s unequal power distribution surrounding identity categories such as race, sexuality, gender and class. My analysis of the works of Virginia Woolf and Cherríe Moraga reveals that insidious trauma pervades oppressed minority subjectivities which stems from these ranked power relationships. Woolf observes how traumatizing systemic oppressions, such as sexism, imperialism and classism, collide with devastating traumatic events at the level of daily lived experience. Forging a connection between trauma and queer studies, Moraga consistently foregrounds her lesbian identity and sexual pleasure within a painful history of silence, abuse, racism and colonization. The literature of Virginia Woolf and Cherríe Moraga compels us to confront the traumatogenic nature of social oppression, especially that which is endemic to the structure of the heteropatriarchal family and racism, colonialism and classism. Since trauma resists linguistic representation, the language used to express it will always be figural; for this reason figurative language provides us with a means of representing the ineffable experience of trauma. Affect and queer theorist Ann Cvetkovich promotes expressing trauma through a process she calls trauma archiving. Trauma archiving is the process of articulating the specific nature of one’s trauma(s) and observing the associated affects and traumas that ensued after the traumatic experience(s). This activity provides an avenue for shifting one’s trauma composition and re-writing the subjective with intention. Virginia Woolf anticipates Cvetkovich’s conceptualization of trauma archiving by producing auto-biographical and experimental narratives. Cherríe Moraga’s process of trauma archiving takes form in her retelling of ancestral indigenous myth to reconfigure individual and collective Chicana lesbian traumas. Additionally, Moraga turns to her mythological cultural roots to create new communities. She conceptualizes a “xicanadyke” nationalism in calling for the creation of Queer Aztlán, an internal and physical nation-state based on accepting difference. By unearthing trauma as a form of resistance to Chicano gender and sexuality norms, Moraga reconfigures a valid sexual, multi-ethnic self as a critical component to fashioning new communities.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Maccarthy, Jamie
- Description:
- This project aims to (re)imagine the threads of connection between the erotic, darkness, and the Shadow-Beast in the writing of Audre Lorde, Gloria Anzaldúa, and Joy Harjo. I focus on the construction of the erotic and consider how darkness and the Shadow-Beast can inform an understanding of the erotic. A (re)imagination allows me to see and understand how the Shadow-Beast as a representation of the erotic and the erotic’s creative potential reveals itself in poetry and how that revelation can (re)imagine what it means for women across various differences, myself included, to become in touch with our own Shadow-Beast.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Cowherd, Stephanie G.
- Description:
- My Master’s Project explores the construction of place/space in Harjo’s poems as a form of ceremony. I argue that Harjo utilizes language as a tool to construct the place/space necessary for her as well as her communities to engage in discourse with each other in resistance. The following elements of ceremony, time/memory and song/dance/drum are linked together with place/space through Harjo’s continued membership and contribution to her communities of women of color. Ultimately, I argue Harjo uses the strength she gains from her membership and contribution to her communities to confront and transform from her encounter with cultural knowing. I do so through a close analysis of the connections between Harjo, Harjo’s persona as speaker, and her communities in her poems “Anchorage,” “Call it Fear,” and “Strange Fruit.”
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Exline, Laura
- Description:
- Massive Open Online Courses, or MOOCs, have recently been suggested as a way to radically transform higher education. This revolutionary rhetoric speaks to many democratic educators’ goals, but its use warrants closer inquiry. This project first defines MOOCs, looking at the uses and possible limitations of their current technology, their pedagogical background, and their characteristics. Then, using the Bakhtinian concept of centripetal and centrifugal forces, it examines thematic narratives present in popular discourse about MOOCs that reflect these forces. To do so, it analyzes a range of popular media articles, primarily sources with wide distribution to general audiences, like the New York Times, that made up the early media flurry surrounding MOOCs. While MOOCs offer real benefits for some students, MOOCs are largely presented as a tool for those outside the US or as a supplementary resource for university graduates with little consideration of what this means for educationally underprivileged within the US. Hidden behind a rhetoric of radical change, these articles take an economic approach to an educational issues. This focus constructs a view of universities as economic institutions and students as passive consumers of an educational product and so overlooks pedagogical considerations. As such, this discourse is placed in a capitalistic context that displaces the meanings used by educators.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English