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House of mirrors : performing autobiograph(icall)y in language/education Norman, Renee
Abstract
This dissertation, a textual House of Mirrors, examines autobiography in/as re-search through performance and reflection. Utilizing the leitmotif of the mirror, I invite readers through entranceways, passages and spaces that optically reflect and refract the writer, the reader, the text. My autobiographical writing herein is an artistic performance, enacted as I simultaneously speculate (about) autobiograph(icall)y. This autobiographical performance is presented through poetry, personal essays and stories, theoropoetic ruminations on the literature and theory and journal entries that record the journey. In this dissertation, I ask: How can we consider autobiography in/as re-search? How does women's writing contribute to autobiography in/as re-search? Mirroring these questions, I consider the themes of writing, mothering, teaching, by examining my self/selves as writer, m(other), teacher, scholar, Jew, in the context of many textual and living others. However, this work is more than a self-examination. This House of Mirrors is peopled with many women's lives and words, a deliberate gesture to bring others to my life and work: Doris Lessing, Hannah Arendt, Jill Ker Conway.... I also explore some of the vast and rich theoretical writing on autobiography, such as the work of Leigh Gilmore and Janet Varner Gunn, inter-textually interspersing this theory among the mirrors of my own and other women's autobiographical writing, so that the text works reflexively and disruptively in the manner of Andre Gide's mise-en-abyme, the mirror-within-a-mirror-within-a-mirror. In an effort to apply the re-search to schools, I demonstrate how some specific strategies for autobiography in education might be employed in the classroom. This interdisciplinary approach draws upon the zones of feminist thought, post-structuralism, literary criticism, language education and the hermeneutics of interpretive inquiry. Autobiographical writing as a re-search method assists us in making sense of experience and memory, life and text, self and others. Writing and thinking of our place in the world is a necessary and vital process, part of living in, and in Hannah Arendt's terms, loving, the world.
Item Metadata
Title |
House of mirrors : performing autobiograph(icall)y in language/education
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1999
|
Description |
This dissertation, a textual House of Mirrors, examines
autobiography in/as re-search through performance and
reflection. Utilizing the leitmotif of the mirror, I invite
readers through entranceways, passages and spaces that optically
reflect and refract the writer, the reader, the text. My
autobiographical writing herein is an artistic performance,
enacted as I simultaneously speculate (about)
autobiograph(icall)y. This autobiographical performance is
presented through poetry, personal essays and stories, theoropoetic
ruminations on the literature and theory and journal
entries that record the journey.
In this dissertation, I ask: How can we consider
autobiography in/as re-search? How does women's writing
contribute to autobiography in/as re-search? Mirroring these
questions, I consider the themes of writing, mothering,
teaching, by examining my self/selves as writer, m(other),
teacher, scholar, Jew, in the context of many textual and living
others. However, this work is more than a self-examination. This
House of Mirrors is peopled with many women's lives and words,
a deliberate gesture to bring others to my life and work: Doris
Lessing, Hannah Arendt, Jill Ker Conway.... I also explore some
of the vast and rich theoretical writing on autobiography, such
as the work of Leigh Gilmore and Janet Varner Gunn,
inter-textually interspersing this theory among the mirrors of my own and other women's autobiographical writing, so that the text
works reflexively and disruptively in the manner of Andre Gide's
mise-en-abyme, the mirror-within-a-mirror-within-a-mirror. In an
effort to apply the re-search to schools, I demonstrate how some
specific strategies for autobiography in education might be
employed in the classroom. This interdisciplinary approach draws
upon the zones of feminist thought, post-structuralism, literary
criticism, language education and the hermeneutics of
interpretive inquiry.
Autobiographical writing as a re-search method assists us
in making sense of experience and memory, life and text, self
and others. Writing and thinking of our place in the world is a
necessary and vital process, part of living in, and in Hannah
Arendt's terms, loving, the world.
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Extent |
14632599 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-08-07
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078146
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1999-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.