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liminality, South Asian, cultural identity, liminal, postcolonial fiction, pedagogy, Canadian identity, Bhabha, multicultural, Second generation, South Asian Canadian

Shariff, Farha D.

Supervisor and department: Johnston, Ingrid, Department of Secondary Education, University of Alberta

Examining committee member and department: Razack, Sherene, Department of Sociology and Equity Studies in Education, Ontario Institute for Studies in Education of the University of Toronto jagodzinski, jan, Department of Secondary Education, University of Alberta Iveson, Marg, Department of Secondary Education, University of Alberta Slemon, Stephen, Department of English and Film Studies, University of Alberta

Department: Department of Secondary Education

Specialization:

Date accepted: 2012-09-28T08:08:03Z

Graduation date: 2012-09

Degree: Doctor of Philosophy

Degree level: Doctoral

Abstract: This study investigates the experiences of second-generation South Asian Canadian students in secondary English classrooms as they encounter the contemporary postcolonial text and film entitled The Namesake Lahiri, 2003; Nair, 2007 and discuss cultural identity through reader response. The three main questions this study addresses are: What does it mean to re-think how we teach English language arts through a postcolonial lens? In what ways do cultural identities affect how and what we read-view? How does text selection affect a students’ sense of cultural identity? Framed by ongoing debates regarding the continued dependence on the Western literary canon in contemporary secondary classrooms Johnston and Mangat 2012; Ashcroft, Griffiths and Tiffin, 2004, this study is timely because for the first time in Canadian history, South Asians are now the country’s largest visible minority group Statistics Canada, 2010. This study is framed by transactional theory, postcolonial literary theories, and Lacanian psychoanalytic theories of identity. Pertinent literature on postcolonial literary theory and critical multiculturalism reveals that the connection between literature and the students’ cultural world needs to be further explored Bannerji, 2000; Spivak 1999. The seminal works of Bhabha 1994, Said 1990 and Spivak 1999 have yet to be fully applied in educational contexts, thus constituting a gap in curriculum theory limiting the current scope of theorizing around the impact of cultural identity on reading and viewing experiences Shariff, 2008. I used a case-study approach with seven South Asian Canadian students in an English 20 IB and an English 30 class from a large urban Western Canadian high school. Using qualitative data analysis Campbell, McNamara and Gilroy, 2004 the data suggest the value of using contemporary postcolonial texts in a high school English language arts classroom for helping South Asian students to address and make sense of issues pertaining to the complex nature of their bicultural identities. This research addresses the need for a more critical understanding of Bhabha’s 1994 liminal notion of identity. My study extends his ideas in order to better understand the struggles of young people in their evolving cultural and national identities, and the implications of these struggles for literacy activities and text selection in English language arts classrooms.

Language: English

DOI: doi:10.7939-R3812F

Rights: Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.





Autor: Shariff, Farha D.

Fuente: https://era.library.ualberta.ca/


Introducción



University of Alberta Straddling the Cultural Divide: Second Generation South Asian Canadian Secondary Students Negotiate Cultural Identity Through Contemporary Postcolonial Fiction by Farha D.
Shariff A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Secondary Education ©Farha D.
Shariff Fall 2012 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only.
Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the authors prior written permission. DEDICATION I would like to dedicate the purpose of this research to my three daughters.
You are the reason I began and most importantly, finished this project.
Without your passion for reading, this research would have lost purpose a short time after it began.
I hope that one day you will be able to read my words and understand the deep passion I have for making the world a better place for you.
This mentally exhausting journey was equally exhilarating.
I have raised the bar high for you three and expect you to raise it higher for yourselves.
When I started this journey, I had no idea the places it would take me. I would also like to I dedicate this work to my parents.
I am who I am because of your values and hard work.
Your resiliency and courage to come to a new country, to take risks and face hardships was all for your children.
Mom, your decision to pursue your dream of be...





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