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Cultural work in language and litera...

Lee, Sue Mei.

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Cultural work in language and literacy: Reflections of a researcher as a cultural worker.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Cultural work in language and literacy: Reflections of a researcher as a cultural worker./
Author:	Lee, Sue Mei.
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3248.
Contained By:	Dissertation Abstracts International66-09A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=DP13593
ISBN:	9780542309892

Cultural work in language and literacy: Reflections of a researcher as a cultural worker.
Lee, Sue Mei.

Cultural work in language and literacy: Reflections of a researcher as a cultural worker. - 177 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3248.

Thesis (Ed.D.)--Boise State University, 2003.

The researcher explored, through the present study, the encounters of her practice of critical pedagogy in her native land, Taiwan, Republic of China (R.O.C.). Along with a group of Taiwanese junior high school teachers, she assumed the role of a researcher as a cultural worker and labored in a series of sessions to name the human conditions of teachers and students on Taiwan. Based on the cultural context, the participants and the researcher engaged in a dialectic dialogue to examine their world mediated through the cultural texts of children's literature and Chinese folklore. The researcher focused dialogue on deep-rooted ideology and cultural assumptions about the meaning of life and education, to bring it to new levels of awareness for critique. Beginning from interpretation of the text, the dialogues were woven and directed to bring to the surface the contradictions between the word and the world, humanization and dehumanization. The generative themes were found as the initial "theme of silence," progressing to interrogation of cultural fatalism. The generative themes were essentialized from the Chinese cultural imagery in the act of "duckling stuffing" in teaching, the burden of the "iron rice bowl" representing the job description of the profession, and the contradictory impulse to educate and to truncate represented in the folklore "Forcing to Grow," a metaphorical story about a farmer's impatience that led to him pulling on his rice plants to get them to grow faster. The end result was disaster as the entire crop died. The representation of documentation of the cultural work was thus intended to defamiliarize the bland and the normalized culture as a way to decolonize and to liberate.

ISBN: 9780542309892Subjects--Topical Terms:

1018115
Education, Language and Literature.

Cultural work in language and literacy: Reflections of a researcher as a cultural worker.
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245 1 0 $a Cultural work in language and literacy: Reflections of a researcher as a cultural worker.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3248.
502 $a Thesis (Ed.D.)--Boise State University, 2003.
520 $a The researcher explored, through the present study, the encounters of her practice of critical pedagogy in her native land, Taiwan, Republic of China (R.O.C.). Along with a group of Taiwanese junior high school teachers, she assumed the role of a researcher as a cultural worker and labored in a series of sessions to name the human conditions of teachers and students on Taiwan. Based on the cultural context, the participants and the researcher engaged in a dialectic dialogue to examine their world mediated through the cultural texts of children's literature and Chinese folklore. The researcher focused dialogue on deep-rooted ideology and cultural assumptions about the meaning of life and education, to bring it to new levels of awareness for critique. Beginning from interpretation of the text, the dialogues were woven and directed to bring to the surface the contradictions between the word and the world, humanization and dehumanization. The generative themes were found as the initial "theme of silence," progressing to interrogation of cultural fatalism. The generative themes were essentialized from the Chinese cultural imagery in the act of "duckling stuffing" in teaching, the burden of the "iron rice bowl" representing the job description of the profession, and the contradictory impulse to educate and to truncate represented in the folklore "Forcing to Grow," a metaphorical story about a farmer's impatience that led to him pulling on his rice plants to get them to grow faster. The end result was disaster as the entire crop died. The representation of documentation of the cultural work was thus intended to defamiliarize the bland and the normalized culture as a way to decolonize and to liberate.
520 $a Life praxis in this dissertation project became integrated with the practice of the researcher's learned academic discourse. Based on Freirean "praxis"---"to act and to reflect," as a doctoral student of critical pedagogy, the researcher tested and sharpened her understanding on the theoretical constructs in the field because to speak the true word demands the work. "Word and work" (Freire, 1970) intertwine individuals in the field into relationships (Beto, 1997). To be is being. After a series of cultural work sessions on Taiwan, R.O.C., the researcher presented her investigation and coinvestigation with the participants through a deliberate reflection to reconstruct their encounters. The researcher extrapolated new meanings from her cultural work by addressing it as moral development through an intense lived experience. As rites of passage, the researcher embarked on an epistemological inquiry into the integration of theory and practice. The critical practice commenced a paradigm shift that contests fatalistic authoritarianism as natural rather than cultural. "Competence and coherence" (Beto, 1997) were thus the quality of the researcher's aspiration to live out the words of critical theory in her own words and feelings through moral development as a critical educator working with colleagues in her native country.
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