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dc.contributor.authorMike, Countryman
dc.date.accessioned2015-02-23T15:57:20Z
dc.date.available2015-02-23T15:57:20Z
dc.date.issued2015-02-23
dc.identifier.urihttp://hdl.handle.net/10464/6081
dc.description.abstractMy focus is on assessment criteria of language proficiency in community college education. To demand clear writing is an application of scientism; it seeks to keep separate the fact/value distinction of positivism. This dangerously undermines the democratizing possibilities of education, since clear writing, taken to its extreme, is ultimately anonymous and dehumanizing. The active student-as-citizen is, therefore, subsumed under the neoliberal dictate of the passive student-as-consumer. The process of language acquisition is reduced to a fictitious act of knowledge transmission and regurgitation, and, therefore, those subversive aspects of language learning, such as creativity and critical inquiry, are undermined. An initial overview of the tenets of modernity will provide a conceptual framework for this examination.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectcommunity college educationen_US
dc.subjectcritical theoryen_US
dc.subjectenglish language learningen_US
dc.subjectscientismen_US
dc.subjectmodernityen_US
dc.titleMyths of Modern Educationen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US


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