Literacy on Lockdown: An Ethnographic Experience in English Assessment

FieldValue
dc.contributor.authorToomey, Nisha
dc.date.accessioned2011-12-06T13:39:18Z
dc.date.available2011-12-06T13:39:18Z
dc.date.created2011
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/10393/20470
dc.identifier.urihttp://dx.doi.org/10.20381/ruor-5086
dc.description.abstractThis research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.
dc.language.isoen
dc.publisherUniversité d'Ottawa / University of Ottawa
dc.subjectEducation in Ontario
dc.subjectEQAO
dc.subjectEthnography
dc.subjectStandardized testing
dc.subjectCritical literacy
dc.subjectMultiple literacies
dc.subjectCritical pedagogy
dc.titleLiteracy on Lockdown: An Ethnographic Experience in English Assessment
dc.typeThesis
dc.contributor.supervisorSlomp, David
dc.embargo.termsimmediate
dc.degree.nameMA[Ed]
dc.degree.levelmasters
dc.degree.disciplineeducation
thesis.degree.nameMA[Ed]
thesis.degree.levelMasters
thesis.degree.disciplineeducation
CollectionThèses, 2011 - // Theses, 2011 -

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