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Nov 25, 2014
 
 

PhD Thesis Proposal Defence of Larisa Segida
 
Date: Tuesday, September 25, 2012
Time: 10:00 AM
Location: Room 228 Education Building
 
Title of Thesis Proposal: I-Migrations in Cultures and Languages
 

Advisory Committee:

Dr. Clea Schmidt, Advisor-Dept of Curriculum, Teaching, & Learning

Dr. Francine Morin, Second Educ Member-Dept of Curriculum, Teaching, & Learning

Dr. Esa Diaz-Leon, Internal/External Member-Dept of Philosophy

 

Dr. Charlotte Enns, Professor and Acting Chair of the Doctoral Studies Committee, will chair the proceedings.

ABSTRACT

      In the theoretical and epistemological frameworks of Vygotsky’s cognitive theory and French intellectuals’ (Cixous, Deleuze, Derrida, Foucault, Kristeva, Lyotard) written legacy, the research explores philosophical, psychological, and educational migrations of a second language (L2) learner among cultures and languages in her comprehension and further nativization of an L2 through her comprehension and nativization of the culture of the language. The role of Canadian culture in Canada’s second/additional language education (SLE) is the research focus. 

The dissertation will consist of three parts: Pre-Theory, Theory, and Post-Theory. The Pre-Theory part is built according to the conventional thesis design: introduction, theoretical framework, literature review, research question, methodology, credibility, and significance. Narrative inquiry (Connely & Clandinin) as the initial methodology of the research will be unfolding in innovative ways as literary-philosophical essays in Theory part and as a music-poetry work in Post-Theory part.  The Theory part is a conceptual philosophy-arts-education piece of writing that will be developing based on the principle “writing as a method of knowing” (deCarteret, Elbaz-Luwisch, Josephs, Richardson). The Post-Theory part is the researcher’s music-poetry work “I-Migrations: Psychedelic Story” that is a practical epitome of her research theory. Based on her own way of learning English, first, as a foreign language in Russia, and then as an L2 in Canada, the researcher theoretically substantiates her postulate of the underestimated role of Canadian culture, in terms of literature, music, and arts, in Canada’s SLE and proposes to make Canadian culture an integral part of Canada’s SLE curricula.

A copy of Ms Segida's proposed thesis is available for review by interested faculty members and graduate students, in Room 227 Education Building prior to the Defence.

 
For more information, contact:
Julianna Enns
Confidential Secretary
Associate Dean's Office
ennsje@ms.umanitoba.ca
Phone: (204) 474-9000
Fax: (204) 474-7551