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Enriching secondary American literature.

Cotton, Aleecia.

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Enriching secondary American literature.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enriching secondary American literature./
Author:	Cotton, Aleecia.
Description:	315 p.
Notes:	Source: Masters Abstracts International, Volume: 53-05.
Contained By:	Masters Abstracts International53-05(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1564189
ISBN:	9781321155082

Enriching secondary American literature.
Cotton, Aleecia.

Enriching secondary American literature. - 315 p.

Source: Masters Abstracts International, Volume: 53-05.

Thesis (M.A.)--University of Nebraska at Omaha, 2014.

This item must not be sold to any third party vendors.

Many minority voices are still largely ignored in high school English classrooms. This omission must be addressed. When considering the relationship between secondary American literature curriculums and culturally diverse works, it becomes clear that many key historical moments are presented only through the dominant culture's viewpoint. This oversight does a disservice to all learners. Students appreciate the historical significance of literature much more when they see history as a sociopolitical drama including many voices than when it is presented predominately from the perspective held by white males. This thesis highlights many texts from perspectives outside white culture that are often underrepresented in secondary classrooms. It considers how these texts ought to work together to provide secondary students with a broader, more complex understanding of American history and literature. Specifically, these texts center on historical occasions including The American Revolution, Industrialization, The Civil War, and modern and postmodern literary movements.

ISBN: 9781321155082Subjects--Topical Terms:

532624
Language arts.

Enriching secondary American literature.
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245 1 0 $a Enriching secondary American literature.
300 $a 315 p.
500 $a Source: Masters Abstracts International, Volume: 53-05.
500 $a Adviser: Barbara Robins.
502 $a Thesis (M.A.)--University of Nebraska at Omaha, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Many minority voices are still largely ignored in high school English classrooms. This omission must be addressed. When considering the relationship between secondary American literature curriculums and culturally diverse works, it becomes clear that many key historical moments are presented only through the dominant culture's viewpoint. This oversight does a disservice to all learners. Students appreciate the historical significance of literature much more when they see history as a sociopolitical drama including many voices than when it is presented predominately from the perspective held by white males. This thesis highlights many texts from perspectives outside white culture that are often underrepresented in secondary classrooms. It considers how these texts ought to work together to provide secondary students with a broader, more complex understanding of American history and literature. Specifically, these texts center on historical occasions including The American Revolution, Industrialization, The Civil War, and modern and postmodern literary movements.
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650 4 $a Secondary education. $3 2122779
650 4 $a Ethnic studies. $2 bicssc $3 1556779
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