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Historical Fiction and Book Clubs as Critical Public Pedagogy: A Qualitative Study of Adults Re-learning History
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Historical Fiction and Book Clubs as Critical Public Pedagogy: A Qualitative Study of Adults Re-learning History. |
| 개인저자 | Heiserman, Janelle N. |
| 단체저자명 | The Pennsylvania State University. Adult Education. |
| 발행사항 | [S.l.]: The Pennsylvania State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 184 p. |
| 기본자료 저록 | Dissertations Abstracts International 80-12A. Dissertation Abstract International |
| ISBN | 9781392318478 |
| 학위논문주기 | Thesis (D.Ed.)--The Pennsylvania State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Publisher info.: Dissertation/Thesis. Advisor: Tisdell, Elizabeth. |
| 요약 | The purpose of this qualitative research study is to explore how readers of critical historical fiction who participate in book groups or online reading forums perceive that the literature and the discussion of it has affected their learning and reshaped their historical understanding. In particular, the study focused on participants reading and discussing Ken Follett's The Century Trilogy. This study was grounded in two theoretical frameworks related to adult learning: critical public pedagogy and non-formal learning.The methodology of this study included 16 interview participants, chosen through purposeful criteria, of having both read The Century Trilogy and discussed it in a face-to-face or online book groups. Documents from a sample of goodreads.com online discussion forums were also a source of data. Data was analyzed by using the constant comparative method.The findings of the study were grouped into two main areas: findings in connection to the literature, and findings relating to new learning and further curiosity. Findings in connection to the literature centered on to the learning resulting from emotional reactions and new information about historical events, as well as emotional connections to characters. Findings relating to new learning and further curiosity center on the fact that readers: sought out further knowledge through fact checking and further references, made connections between historical events and current events, and engaged in further learning through critical dialogue in book groups, including recognizing the liberal perspective and some historical omission of the author. They did come to a new and more critical understanding of history from reading and discussing these books. This study concludes with a discussion of the findings in light of the theoretical frameworks |
| 일반주제명 | Adult education. Social studies education. Continuing education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
