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dc.contributor.advisorMoi, Ruben
dc.contributor.authordos Santos, Andreia
dc.date.accessioned2021-11-01T13:32:25Z
dc.date.available2021-11-01T13:32:25Z
dc.date.issued2021-09-15
dc.description.abstractThis thesis investigates how historical consciousness can be used as a literary tool of analysis in English in upper secondary school to foster the core value “Critical thinking and ethical awareness” specified in the Norwegian Education Act 2020. Based on the research on critical thinking, ethical awareness and historical consciousness, and considering the competence aims in English, a lesson plan is proposed that concentrates on the development of critical thinking and ethical awareness through literary analysis. Additionally, the two border-crossing novels Lost Children Archive by Valeria Luiselli and How the García Girls Lost Their Accent by Julia Alvarez, which were chosen due to the research discussed on critical thinking, ethical awareness and historical consciousness, are analysed by applying historical consciousness as a literary tool of analysis. The literary analysis indicates that the synthesis materialized in the lesson plan of mainly Paulo Freire’s research linked to critical thinking, Suzanne Keen and Antonio Damasio’s research associated with ethical awareness and Hayden White and Paul Ricœur’s research related to historical consciousness effectively fosters competence, such as perspective-taking, empathy and narrative imagination, required to think critically, act ethically and to be historically conscious.en_US
dc.identifier.urihttps://hdl.handle.net/10037/22905
dc.language.isoengen_US
dc.publisherUiT Norges arktiske universiteten_US
dc.publisherUiT The Arctic University of Norwayen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.subject.courseIDENG-3983
dc.subjectVDP::Humaniora: 000::Litteraturvitenskapelige fag: 040::Engelsk litteratur: 043en_US
dc.subjectVDP::Humanities: 000::Literary disciplines: 040::English literature: 043en_US
dc.subjectCritical Thinkingen_US
dc.subjectEthical Awarenessen_US
dc.subjectHistorical Consciousnessen_US
dc.subjectEducation Act 2020en_US
dc.subjectInterdisciplinarityen_US
dc.subjectEnglish Didacticsen_US
dc.subjectProblem-Posing Educationen_US
dc.subjectPaulo Freireen_US
dc.subjectAll-Round Developmenten_US
dc.subjectCritical Consciousnessen_US
dc.subjectDecodificationen_US
dc.subjectEmpathyen_US
dc.subjectClose Readingen_US
dc.subjectEmplotmenten_US
dc.subjectHuman Temporalityen_US
dc.subjectReferentialityen_US
dc.subjectHow the García Girls Lost Their Accenten_US
dc.subjectIntertextualityen_US
dc.subjectJulia Alvarezen_US
dc.subjectLost Children Archiveen_US
dc.subjectValeria Luisellien_US
dc.subjectBorder-Crossing Narrativesen_US
dc.titleFostering Critical Thinking and Ethical Awareness in English through Historical Consciousnessen_US
dc.typeMaster thesisen_US
dc.typeMastergradsoppgaveen_US


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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)