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dc.contributor.advisorSmith, Michael W. (Michael William), 1954-
dc.creatorFransen, Sharon
dc.date.accessioned2020-10-26T18:25:58Z
dc.date.available2020-10-26T18:25:58Z
dc.date.issued2016
dc.identifier.other965641997
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1238
dc.description.abstractThis multiple case study describes the relationships between literate practices of five self-identified Mennonite youth and their faith identities. It also examines other salient identity enactments for each participant and the relationships among salient identities. Specifically, this research addresses the question: How do Mennonite high school students who engage in leisure reading enact identities in their literate practices? Participants were in 11th grade at a Mennonite high school. Theoretically based on the social practice theory of identity, data sources included field notes from nine weeks of observations in English and Bible classes, interviews with each participant and the English and Bible teachers, written documents from both classes, and two verbal protocols for each participant with self-selected texts, one of which was faith-related. Multiple analytics were used to analyze the various data sources. Findings suggest that the relationship between faith identity performances and literate practices plays out in different ways for different youth based, in part, on the salience of the faith identity.
dc.format.extent312 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectIdentity
dc.subjectLiterate Practices
dc.subjectMennonite
dc.titleMennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberBrooks, Wanda M., 1969-
dc.contributor.committeememberByrnes, James P.
dc.contributor.committeememberJuzwik, Mary M. (Mary Margaret)
dc.description.departmentLiteracy & Learners
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1220
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-26T18:25:58Z


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