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A Case Study of Learning in an Integrated Literature-History Class [microform] : Personal Narrative, Critical Reflection, and Kris's Way of Knowing. Report Series 7.10 / Gina DeBlase Trzyna and Suzanne Miller
Bib ID 5604154
Format BookBook, MicroformMicroform, OnlineOnline
Trzyna, Gina DeBlase
Online Versions
Description [S.l.] : Distributed by ERIC Clearinghouse, 1997 
33 p. 

Developing students' ability to use multicultural perspectives and knowledge to think about literature, history, and society is emerging as an important part of a pluralistic approach to education. In New York State, an ethnographic study was conducted over 2 school years by a pair of English and social studies teachers with pluralistic goals for curriculum and pedagogy; a case study of one female student was embedded within the study. The interdisciplinary classroom context evolved into a democratic classroom culture where difference became valued. Reading texts from different cultural perspectives, engaging in open-forum discussion and writing, and participating in other dialectical activities fostered student awareness of the multiple, sometimes conflicting languages for understanding texts and social issues. Participation in the class influenced individual students differently in their response or resistance. The female student in the case study moved from a profound silence that she told the class came from being abused as a child, to an anger toward social injustice and apathy, to attempts to understand the causes/effects of injustice, and finally, to recognition of herself as an agent of social change. Her personal engagement-involvement with literature and biographical stories prompted deep emotional awareness which energized her transformation as seen in her discussion and writing--a story which comes out as she engages in the critically reflective dialogues of the class, discovers the power of her own voice, and creates a connected way of knowing. (Contains 38 references.) (NKA)


Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: R117G10015.

May also be available online. Address as at 14/8/18:

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Case Studies.  |  Classroom Environment.  |  Classroom Research.  |  Critical Reading.  |  High Schools.  |  Humanistic Education.  |  Individual Development.  |  Reader Response.  |  Social Change.  |  Student Empowerment.  |  Dialogic Communication  |  New York (Upstate) Reflective Thinking Womens Ways of Knowing
Form/genre Reports, Research.
Other authors/contributors Miller, Suzanne, author  |  National Research Center on English Learning and Achievement, Albany, NY
Available From ERIC 


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