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Teacher Experiences of Critical Thinking Using Supernaturally Themed Novels: Implications for Contemporary Middle School Classrooms

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Teacher Experiences of Critical Thinking Using Supernaturally Themed Novels: Implications for Contemporary Middle School Classrooms TEACHER EXPERIENCES OF CRITICAL THINKING USING SUPERNATURALLY THEMED NOVELS: IMPLICATIONS FOR CONTEMPORARY MIDDLE SCHOOL CLASSROOMS A Thesis submitted by Donna-Marie Wardle Dip T, M.Ed. For the award of Doctor of Education 2017 Abstract Through the collation of teacher experiences, this qualitative research focuses on the implications of critical thinking involving supernatural themes presented in school- based literature. With the imbedded supernatural themes in the religious belief systems of some cultural groups, our Indigenous population, and the Christian majority, the implications of the critical thinking emphasis endorsed by the Australian Curriculum and its application to thematic content in the middle school English classroom is investigated in this study. A cache of purposefully selected novels approved for use in Australian secondary schools are examined to determine the type and frequency of commonly occurring supernatural themes. These are then investigated to determine what types of cultural conflict could occur, and the subsequent impact the treatment of such themes could have on the personal belief systems and sensitivities of some groups in our multicultural society. Teacher perspectives are examined using Interpretative Phenomenological Analysis (IPA) methodology, and this research utilises hermeneutic principles to analyse the data gathered. This investigation reveals both positive and negative impacts on pedagogical practice, and highlights the ethical conflicts eliciting critical thinking responses using such thematic novels as a stimulus has on teachers in the 21st century classroom. ii | P a g e Certification of Thesis This thesis is entirely the work of Donna-Marie Wardle except where otherwise acknowledged. The work is original and has not previously been submitted for any other award, except where acknowledged. Student and supervisors’ signatures of endorsement are held at USQ. Professor Shirley O’Neill Principal Supervisor Associate Professor Lindy-Anne Abawi Associate Supervisor iii | P a g e Acknowledgements I have always considered education and learning more valuable than anything else. You get out of it what you put into it. I, therefore, wish to dedicate this thesis to my family. My daughters, Genevieve and Veronnica (and their spouses Brian and Sally), who have given me the desire to continue on through this long and difficult personal and professional journey; and my long suffering husband, David (a thesis widower), who provided me with the time, support and tenacity to complete the task I set in motion many years ago. I would also like to acknowledge my grandchildren, Ewan and Violet, who provided me with the appropriate distractions when needed, who often put life into perspective during this adventure, and who got to see that the pursuit of learning is a lifelong endeavour, through the actions of an aging educator. I would also like to express my deepest and most sincere gratitude to my supervisors, Professor Shirley O’Neill, and Associate Professor Lindy Abawi for their tireless support and brilliant suggestions that resulted in this research being completed. Through the laughter, tears, frustration, and jubilation, these women have contributed to the knowledge contained in the pages of this thesis more than they will ever know. I would like to thank Associate Professor Robyn Henderson, who offered a final proofread and her professional advice prior to the submission of this study for examination. I would also like to acknowledge the assistance given by the Australian Government under the Research Training Scheme (RTS) that made post-graduate work a possibility for me. Thank you! iv | P a g e Table of Contents Abstract ....................................................................................................................... ii Certification of Thesis .................................................................................................. iii Acknowledgements ..................................................................................................... iv List of Figures ............................................................................................................. ix List of Tables ............................................................................................................... x List of Appendices ....................................................................................................... xi 1. CHAPTER 1 - INTRODUCTION .......................................................................... 1 1.1 Problem Statement ............................................................................................... 1 1.2 Purpose of the Study ............................................................................................ 2 1.3 Study Questions .................................................................................................... 3 1.4 Limitations and Delimitations ................................................................................ 4 1.4.1 Critical thinking. ............................................................................................. 4 1.4.2. Research Phase 1 – Thematic investigation of novels. .............................. 6 1.4.3. Research Phase 2 – The participants’ voices. ........................................... 7 1.4.4. Generalisality. ............................................................................................ 7 1.4.5. Researcher limitations. .............................................................................. 7 1.5 Research Approach .............................................................................................. 8 1.6 Significance .......................................................................................................... 9 1.6.1. Significance of the context. ........................................................................ 9 1.6.2. Significance of beliefs. ............................................................................... 10 1.6.3. Significance of sensitivities. ....................................................................... 10 1.6.4. Significance of reflection on teaching and learning. ................................... 11 1.7 Summary .............................................................................................................. 11 2. CHAPTER 2 - REVIEW OF THE LITERATURE AND CONTEXTUALISATION .. 13 2.1 Introduction .......................................................................................................... 13 2.2 What is Critical Thinking? ..................................................................................... 13 2.2.1. The philosophical approach. ...................................................................... 15 2.2.2. The cognitive psychological approach. ...................................................... 17 2.2.3. The educational approach. ........................................................................ 18 2.2.4. The socio-cultural perspective. .................................................................. 20 2.2.5. Defining critical thinking. ............................................................................ 21 2.3 Teaching Critical Thinking .................................................................................... 23 2.3.1. Classroom instruction and critical thinking. ................................................ 24 2.3.2. Teacher perceptions, styles and strategies. ............................................... 29 2.4 Assessing Critical Thinking ................................................................................... 33 v | P a g e 2.5 Contextualisation .................................................................................................. 35 2.5.1. Critical thinking and human development. .................................................. 36 2.5.2. The critical thinking curriculum. .................................................................. 47 2.6 Summary .............................................................................................................. 55 3. CHAPTER 3 - METHODOLOGY ......................................................................... 57 3.1 Introduction ........................................................................................................... 57 3.2 Conceptual Framework ......................................................................................... 57 3.2.1. Critical literacy v critical thinking. ................................................................ 58 3.3 Research Design .................................................................................................. 66 3.4 Interpretative Phenomenological Analysis ............................................................. 69 3.4.1. Hycner’s Principles for Phenomenological Analysis of Interview Data. ....... 75 3.5 Establishing Trustworthiness................................................................................. 76 3.5.1. Credibility. .................................................................................................. 76 3.5.2. Transferability............................................................................................. 79 3.5.3. Dependability and confirmability. ................................................................ 79 3.6 Summary .............................................................................................................. 81 4. CHAPTER 4 - THEMATIC INVESTIGATION
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