The politics of Macbeth: disrupting ‘foul play’ in the high school English language arts classroom through rhizomatic bricolage & autoethnography

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dc.contributor.advisorBurkholder, Casey
dc.contributor.authorQuiring, Jill Kathryn
dc.date.accessioned2023-03-01T16:45:53Z
dc.date.available2023-03-01T16:45:53Z
dc.date.issued2019
dc.date.updated2023-03-01T15:03:15Z
dc.description.abstractThis thesis examines how Shakespeare’s Macbeth might be taught in ways that consider and disrupt unequal relations of power in the play itself, in curricula, and in society. Using rhizoanalysis, bricolage, and autoethnographic methodologies, this study critically examines the play itself, the Atlantic Canada English language arts curriculum guide for grades 10 -12, and the researcher’s instructional experiences related to teaching the play. The work asks how the application of post structural, critical, and feminist theories to the teaching of Macbeth might work to disrupt normativity in the classroom and beyond, and considers how teachers of English language arts might cultivate educational praxis that transforms the literature classroom into an emancipatory site.
dc.description.copyright© Jill Quiring, 2020
dc.formattext/xml
dc.format.extentiv, 99 pages
dc.format.mediumelectronic
dc.identifier.urihttps://unbscholar.lib.unb.ca/handle/1882/14448
dc.language.isoen_CA
dc.publisherUniversity of New Brunswick
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subject.disciplineEducation
dc.titleThe politics of Macbeth: disrupting ‘foul play’ in the high school English language arts classroom through rhizomatic bricolage & autoethnography
dc.typemaster thesis
thesis.degree.disciplineEducation
thesis.degree.fullnameMaster of Education
thesis.degree.grantorUniversity of New Brunswick
thesis.degree.levelmasters
thesis.degree.nameM.Ed.

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