Apprenticing Teachers Reading: The Cultural Significance of Juvenile Melodrama

Auteurs-es

  • Linda Anne Radford University of Ottawa

DOI :

https://doi.org/10.25071/1916-4467.23376

Mots-clés :

curriculum studies, beginning teachers, melodrama, juvenile historical fiction, aesthetics, psychoanalysis, cultural studies

Résumé

This article presents a study that reveals the educational significance of melodrama as a moral aesthetic, specifically in relation to work with literacies around identity in the teacher education classroom. Using methods of Lacanian discourse analysis and genre analysis, it unmasks the way two-award winning juvenile historical fictions depend on melodrama to instigate their narrative appeal. It unravels the skein of melodrama’s particularity and complicated affective potential for teachers who want to work in liberating ways with youth fiction in the classroom.

Biographie de l'auteur-e

Linda Anne Radford, University of Ottawa

Linda Radford works in the fields of curriculum and language arts/English education. She is currently teaching part-time at the Faculty of Education at the University of Ottawa and is continuing her research on melodrama in relation to adolescent imagination. Additionally, she is researching social networking, blogging and video production in the English classroom as part of a culturally responsive media studies program.

Téléchargements

Publié-e

2009-11-03

Comment citer

Radford, L. A. (2009). Apprenticing Teachers Reading: The Cultural Significance of Juvenile Melodrama. La Revue De l’association Canadienne Pour l’étude De Curriculum , 7(1), 58–84. https://doi.org/10.25071/1916-4467.23376

Numéro

Vol. 7 No. 1 (2009)

Rubrique

Articles

Licence

Creative Commons License
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