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A comparison of the treatment of rac...

Knight, Caroline Wardlaw.

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A comparison of the treatment of racism in selected novels by Mildred D. Taylor and that of several widely used middle school American history textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of the treatment of racism in selected novels by Mildred D. Taylor and that of several widely used middle school American history textbooks./
作者:	Knight, Caroline Wardlaw.
面頁冊數:	305 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2087.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180000
ISBN:	0542201550

A comparison of the treatment of racism in selected novels by Mildred D. Taylor and that of several widely used middle school American history textbooks.
Knight, Caroline Wardlaw.

A comparison of the treatment of racism in selected novels by Mildred D. Taylor and that of several widely used middle school American history textbooks. - 305 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2087.

Thesis (Ph.D.)--University of Minnesota, 2005.

This study compared the treatment of several themes of racism in six novels by Mildred Taylor with the treatment of the same issues in five widely used middle school American history textbooks. Because the novels are set during the Great Depression, the texts were analyzed for evidence of institutional and individual racism in the 1930s and for evidence of African American resilience and resistance. Each of the selected novels and textbooks were analyzed according to a list of questions developed by the researcher based on these five categories: economic inequality, educational inequality, inequality in law and justice, white supremacy and individual racism, and racial violence. Examples of African American resilience and resistance to oppression were noted for each category.

ISBN: 0542201550Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A comparison of the treatment of racism in selected novels by Mildred D. Taylor and that of several widely used middle school American history textbooks.
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245 1 2 $a A comparison of the treatment of racism in selected novels by Mildred D. Taylor and that of several widely used middle school American history textbooks.
300 $a 305 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2087.
500 $a Adviser: Lee Galda.
502 $a Thesis (Ph.D.)--University of Minnesota, 2005.
520 $a This study compared the treatment of several themes of racism in six novels by Mildred Taylor with the treatment of the same issues in five widely used middle school American history textbooks. Because the novels are set during the Great Depression, the texts were analyzed for evidence of institutional and individual racism in the 1930s and for evidence of African American resilience and resistance. Each of the selected novels and textbooks were analyzed according to a list of questions developed by the researcher based on these five categories: economic inequality, educational inequality, inequality in law and justice, white supremacy and individual racism, and racial violence. Examples of African American resilience and resistance to oppression were noted for each category.
520 $a The study found that the novels present a coherent, vivid picture of racism in all its forms and offer insight into the development of both institutional and individual racism. The novels also present a realistic portrayal of African American resilience and active resistance. Although the textbooks were found to include some information about certain forms of discrimination and about racial violence perpetrated by groups, even that information was presented in a passive, neutral tone without any insight provided about the origins of racism or about the resistance of ordinary African Americans. The study concluded that the fiction of Mildred Taylor makes a valuable contribution to the education of American children. Implications and areas for future research were discussed.
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