A Hermeneutic Inquiry into Grade Eleven Students’ Experiences of Classroom Talk in Language Arts
Abstract
The goal of this hermeneutic inquiry was to interpret and understand how some students experience classroom talk, which is centered on a particular theme or topic, in English Language Arts. I came to understand that this kind of talk, or discussion, is akin to the idea of play, a way of being whereby students come with their opinions, and then they engage with the multiciplicity of perspectives in the learning arena. This can be a pleasurable encounter for students, but the conditions for this “play” to occur include respectful relationships with peers, and an open atmosphere ushered by the teacher. This open, unpredictable kind of discussion is not a step-by-step classroom encounter, but there are ways that students, classmates, and teachers can foster the pedagogical conditions for meaningful discussions about their literary texts to occur.
Description
Keywords
Education--Curriculum and Instruction, Education--Language and Literature, Education--Secondary
Citation
Blackman, G. (2017). A Hermeneutic Inquiry into Grade Eleven Students’ Experiences of Classroom Talk in Language Arts (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24754