{"id":{"repo_id":"sask","oai_identifier":"oai:harvest.usask.ca:10388/etd-03082009-225757"},"canonical_url":"https://search.dev.ndltd.org/etd/sask/oai:harvest.usask.ca:10388/etd-03082009-225757","repository":{"repo_id":"sask","name":"University of Saskatchewan","base_url":"https://harvest.usask.ca/server/oai/request"},"display":{"title":"The discourses of male teachers : the role of literate identity in professional practice","abstract":"The purpose of this qualitative study was to examine the ways in which the primary Discourse and school experiences inform the literate identity of a male teacher, as well as his professional practice. The research looks at the various influences and relationships that come to bear on male literate identity from childhood to professional practice. As well, it responds to the contention of the popular media that boys’ lagging literacies might be remediated through the presence of more male literacy role models in the classroom. This study suggests that although role models may be influential under particular circumstances, the development of literate identity is far more complex and nuanced. This study focuses on six male teachers and describes their experiences of literacy, particularly reading, from childhood into professional practice. Data were collected through semi-structured interviews and informal observations. The interviews revealed that male literate identity is a product not only of parental attitudes toward literacy, but it is also determined by the individual’s sense of competence and purpose, as well as sometimes serendipitous encounters with other readers.","abstract_html":"The purpose of this qualitative study was to examine the ways in which the primary Discourse and school experiences inform the literate identity of a male teacher, as well as his professional practice. The research looks at the various influences and relationships that come to bear on male literate identity from childhood to professional practice. As well, it responds to the contention of the popular media that boys’ lagging literacies might be remediated through the presence of more male literacy role models in the classroom. This study suggests that although role models may be influential under particular circumstances, the development of literate identity is far more complex and nuanced. This study focuses on six male teachers and describes their experiences of literacy, particularly reading, from childhood into professional practice. Data were collected through semi-structured interviews and informal observations. The interviews revealed that male literate identity is a product not only of parental attitudes toward literacy, but it is also determined by the individual’s sense of competence and purpose, as well as sometimes serendipitous encounters with other readers.","abstract_has_math":false,"creators":["Welch, Shannon Rae"],"institution":"University of Saskatchewan","degree_name":"Master of Education (M.Ed.)","degree_level":"Masters","degree_discipline":"Curriculum Studies","degree_department":null,"school":null,"contributors":[],"advisors":["Park, Jeff"],"committee_chairs":[],"committee_members":["Ward, Angela","McVittie, Janet","Haines, Len","Balzer, Geraldine"],"year":2009,"date_issued":"2009","date_published":"2009","updated_at":"2026-07-24T04:26:45Z","subjects":["role models","Discourse","reading","literate identity","literacy"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10388/etd-03082009-225757","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Park, Jeff"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Ward, Angela","McVittie, Janet","Haines, Len","Balzer, Geraldine"]},{"key":"dc:creator","label":"Author","values":["Welch, Shannon Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2009-03-08T22:57:57Z","2013-01-04T04:26:20Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-03-11T08:00:00Z","2013-01-04T04:26:20Z"]},{"key":"dc:date.issued","label":"Date","values":["2009"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (M.Ed.)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Saskatchewan"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["role models","Discourse","reading","literate identity","literacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10388/etd-03082009-225757"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study was to examine the ways in which the primary Discourse and school experiences inform the literate identity of a male teacher, as well as his professional practice. 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