Browsing by Author "Schmidt, Peter"
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- ItemBuilding Identity through the Fantastic in “Pkhents” and Song of Solomon(2022) Yabloko, Veronica; Forrester, Sibelan; Schmidt, PeterSoviet Russia in the throes of a cultural revolution and the United States in the midst of the civil rights movement: two epicenters of change on opposite sides of the world which had, perhaps, little in common on the surface. These vastly different settings were the stage on which authors Abram Tertz and Toni Morrison emerged – two revolutionary writers whose lives never intersected. And yet, despite the different worlds where they resided, these authors shared much in common; their reverence for the literary tradition which preceded them, their critical understanding of language and writing, and most importantly, their desire to break free of the chains tightened around them by their respective societies. Tertz and Morrison, both censored in their own ways, both pressured into rigid and unyielding roles, freed themselves via their writing; Tertz, through fantastical realism, or as he termed it “phantasmagoria,” and Morrison through magical realism. To create these fantastical masterpieces, however, both authors had to fracture their identity in two, existing under both the names bestowed upon at birth and the names they created to escape from the binds of their societies. Thus, Abram Tertz and Toni Morrison were not born but created. Only via the creation of their second selves could they realize the fantastical and magical visions they imagined.
- ItemNegotiating Ideology, Self, and Classroom Instruction: A Framework of Critical Text Selection for High School English Language Arts Curricula(2022) Bautista, Abigail; Mayorga, Edwin; Schmidt, PeterAlthough educators of color are faced with the unique challenges of negotiating their identities and their professional obligations, there is an absence of teachers of color’s perspectives within the discourse of Curriculum Studies and K-12 education at large. In mediating these tensions, this thesis provides an autoethnographic account of an aspiring Filipino-American high school English Language Arts (ELA) educator’s process in developing a critical, practical framework for incorporating texts that allows instruction to uphold the promises liberatory pedagogies in the context a high school ELA classroom. The development of a critical framework underscores the importance of examining layers of intersecting histories: the teacher’s positionality, the material context of the classroom, and the discourses of the implemented texts. The practical application of this framework and the findings within this project provides insight in the ideological orientations that inform curriculum design and practical considerations that allow educators to meet the academic and socio-emotional needs of the students.