In the spirit of inquiry: Milton Meltzer, whole language and critical theory
| dc.contributor.advisor | Goodman, Yetta M. | en_US |
| dc.contributor.author | Schwartz, Elaine Gail, 1944- | |
| dc.creator | Schwartz, Elaine Gail, 1944- | en_US |
| dc.date.accessioned | 2013-05-16T09:44:22Z | |
| dc.date.available | 2013-05-16T09:44:22Z | |
| dc.date.issued | 1992 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/291862 | |
| dc.description.abstract | This 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.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © 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.subject | Education, Language and Literature. | en_US |
| dc.subject | Education, Sociology of. | en_US |
| dc.subject | Education, Reading. | en_US |
| dc.title | In the spirit of inquiry: Milton Meltzer, whole language and critical theory | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1349117 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Language, Reading & Culture | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b27624353 | en_US |
| refterms.dateFOA | 2018-08-30T03:00:56Z | |
| html.description.abstract | This 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. |
