Date of Award

8-2007

Degree Name

Master of Arts

Department

Sociology

First Advisor

Dr. Lauren Freedman

Second Advisor

Dr. Tracy DeMars

Third Advisor

Dr. Jill Hermann-Wilmarth

Access Setting

Masters Thesis-Open Access

Abstract

In this theoretically-based thesis, I metacognitively explore the transactional relationship between critical inquiry and literacy development. Throughout the writing, I reveal my own learning in studying these concepts. Embedded in the discussion of research, readers will engage with my personal reflections, confessions, and applications of what I learned (and am still learning).

Through countless dialogues (academic and otherwise) and my study of literature and self, I found that literacy is much more than what it has been carved out to be by programs promising to raise standardized test scores. Additionally, by breaking the mold, I found that critical inquiry provides significance (which should be education’s focus) to one’s learning, which then determines the durability and capacity of one’s literacy development.

Furthermore, I address the implications for learners in both academic and non-academic venues and how this marriage of literacy and critical inquiry sheds light on how we function as learners in a changing world.

Included in

Sociology Commons

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