Using critical lenses to teach to “kill a mockingbird” : an interpretive synthesis

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buir.advisorAkşit, Necmi
dc.contributor.authorBakır, Gülten Yonca
dc.date.accessioned2016-07-01T11:11:48Z
dc.date.available2016-07-01T11:11:48Z
dc.date.issued2015
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.description.abstractThe purpose of this study is to explore the studies conducted on Harper Lee’s To Kill a Mockingbird, and to use critical pedagogy and radical literary theories as lenses for providing guidelines to design issue/conflict-based literature instruction on the novel. The study used meta-ethnography, an approach to interpretive synthesis, to synthesize qualitative studies and sources for identifying second-order interpretations in relation to literary elements and techniques. To enable interpretation across studies and sources, the researcher used the concepts of critical pedagogy and radical literary theories so as to generate deeper level third-order interpretations for providing guidelines to design issue/conflict-based literature instruction.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityBakır, Gülten Yoncaen_US
dc.format.extentxiii, 180 leaves, hartsen_US
dc.identifier.itemidB151129
dc.identifier.urihttp://hdl.handle.net/11693/30075
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTo Kill a Mockingbirden_US
dc.subjectteaching To Kill a Mockingbirden_US
dc.subjectliteratureen_US
dc.subjectteaching literatureen_US
dc.subjectteaching conflictsen_US
dc.subjectresearch synthesisen_US
dc.subjectcritical pedagogyen_US
dc.subject.lccB151129en_US
dc.titleUsing critical lenses to teach to “kill a mockingbird” : an interpretive synthesisen_US
dc.typeThesisen_US
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