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dc.contributor.advisorGoodman, Yetta M.en_US
dc.contributor.authorSchwartz, Elaine Gail, 1944-
dc.creatorSchwartz, Elaine Gail, 1944-en_US
dc.date.accessioned2013-05-16T09:44:22Z
dc.date.available2013-05-16T09:44:22Z
dc.date.issued1992en_US
dc.identifier.urihttp://hdl.handle.net/10150/291862
dc.description.abstractThis is an analysis of the relationship between whole language, critical theory, and Milton Meltzer's documentary social histories, biographies, and one historical novel written for adolescent readers. Exemplified in my analysis are Meltzer's works on Christopher Columbus, the African-American experience, American history from the Colonial Era to the present, and the root causes of poverty, crime and social inequity. My premise is that Meltzer's works, as part of the oppositional tradition in children's literature, foster a counterhegemonic social analysis of history. The synergistic effect of Meltzer's works, critical theory, and whole language has the potential to create a new radical transformative educational paradigm. This paradigm will lead to the actualization of critical democracy in classrooms, schools, and society.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Sociology of.en_US
dc.subjectEducation, Reading.en_US
dc.titleIn the spirit of inquiry: Milton Meltzer, whole language and critical theoryen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1349117en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b27624353en_US
refterms.dateFOA2018-08-30T03:00:56Z
html.description.abstractThis is an analysis of the relationship between whole language, critical theory, and Milton Meltzer's documentary social histories, biographies, and one historical novel written for adolescent readers. Exemplified in my analysis are Meltzer's works on Christopher Columbus, the African-American experience, American history from the Colonial Era to the present, and the root causes of poverty, crime and social inequity. My premise is that Meltzer's works, as part of the oppositional tradition in children's literature, foster a counterhegemonic social analysis of history. The synergistic effect of Meltzer's works, critical theory, and whole language has the potential to create a new radical transformative educational paradigm. This paradigm will lead to the actualization of critical democracy in classrooms, schools, and society.


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