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Hits 2.001 – 2.013 of 2.013

2001	Nadando entre significantes: la búsqueda de significados en la cultura popular de tradición oral ; Swimming through signifies: The search of meanings in the popular culture of oral tradition
	Freán Campo, Aitor. - : Fundación Joaquín Díaz
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2002	Estudio lingüístico e etnográfico da enfermidade ‘erisipela’ nos territorios galego e portugués
	Viso Pérez, Silvia. - : Consello da Cultura Galega. : Instituto da Lingua Galega
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2003	Teaching with the Flesh: Examining Discourses of the Body and their Implication in Teachers' Professional and Personal Lives
	Gullage, Amy L.. - NO_RESTRICTION
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2004	Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
	Chun, Christian Wai. - NO_RESTRICTION
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2005	Language, Power, and Race: A Comparative Approach to the Sociopolitics of English
	Jaimungal, Cristina S.. - NO_RESTRICTION
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2006	Negotiating Activism: Women of Colour Crafting Antiracist Feminist Organizational Change
	Shaikh, Sobia Shaheen. - NO_RESTRICTION
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2007	Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
	Ntelioglou, Burcu Yaman. - WITHHELD_ONE_YEAR
	Abstract: Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003). ; PhD
	Keyword: 0279; 0282; 0340; 0515; Applied Drama; Applied Theatre; Critical Framing; critical pedagogy; Drama; ELL; Embodied Learning; English as a Second Language; English as an additional language; English Language Learners; ESL; Ethnographic Research; High School Students; Identity texts; Linguistic and Cultural Diversity; Linguistic Diversity; Listening; Literacy Education; Multi-sited Ethnography; Multiliteracies; Multimodality; Pedagogy; postcolonialism; poststructuralism; Reading; Second Language Education; Situated Practice; Speaking; Third-world feminism; Urban Education; Writing
	URL: http://hdl.handle.net/1807/43403
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2008	Learning Land and Life: An Institutional Ethnography of Land Use Planning and Development in a Northern Ontario First Nation
	Gruner, Sheila. - NO_RESTRICTION
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2009	Linguistic and Spatial Practice in a Divided Landscape
	Sone, Abigail. - NO_RESTRICTION
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2010	Photograph of headdress and belt used in traditional dance ; Sumshot Khular Collection
	Khular, Sumshot
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2011	Photograph of kettle and cups at Chandel ; Sumshot Khular Collection
	Khular, Sumshot
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2012	Family gathering at Sumshot Khular's house in Thamlakhuren ; Sumshot Khular Collection
	Khular, Sumshot
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2013	Laapuu and Laapii singing at the first death anniversary celebration of late Behon Shilshi at Deering Khu ; Sumshot Khular Collection
	Khular, Sumshot
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