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A Chicana feminist and critical mult...

Salazar, Maria Elena Cecilia.

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A Chicana feminist and critical multicultural analysis case study of ideology in children's literature and early childhood education read alouds.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Chicana feminist and critical multicultural analysis case study of ideology in children's literature and early childhood education read alouds./
作者:	Salazar, Maria Elena Cecilia.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	400 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10609282
ISBN:	9781369810721

A Chicana feminist and critical multicultural analysis case study of ideology in children's literature and early childhood education read alouds.
Salazar, Maria Elena Cecilia.

A Chicana feminist and critical multicultural analysis case study of ideology in children's literature and early childhood education read alouds. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 400 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2017.

The purpose of this study was to explore messages presented through books educators read to their students during in-class read aloud instruction, or the instructional period when a teacher reads a book out loud to her students. This may shed light on how ideologies, or subject-centered beliefs originating in material motives that may legitimize social interests (Eagleton, 1994), possibly impact Early Childhood Education (ECE) classrooms. Three ECE educators living and working in a rural Northern New Mexico school district with almost a 100% Latin student population participated in qualitative case study research. The participants were administered a questionnaire, observed three times during read aloud instruction, and engaged in one semi-structured interview. Seen as exemplary educators within their school district, this study sought to understand how these participants embed their epistemologies and their respective perceptions of their students. All data were analyzed through a Chicana feminist lens, while the books used for read alouds were analyzed using Critical Multicultural Analysis (Botelho & Rudman, 2009). Social constructions of race, class, gender, heteronormativity, and other forms of difference were interrogated and then re-braided to further inform the educational issues and entrenched ideological constructs presented to Latin ECE students.

ISBN: 9781369810721Subjects--Topical Terms:

518817
Early childhood education.

A Chicana feminist and critical multicultural analysis case study of ideology in children's literature and early childhood education read alouds.
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520 $a The purpose of this study was to explore messages presented through books educators read to their students during in-class read aloud instruction, or the instructional period when a teacher reads a book out loud to her students. This may shed light on how ideologies, or subject-centered beliefs originating in material motives that may legitimize social interests (Eagleton, 1994), possibly impact Early Childhood Education (ECE) classrooms. Three ECE educators living and working in a rural Northern New Mexico school district with almost a 100% Latin student population participated in qualitative case study research. The participants were administered a questionnaire, observed three times during read aloud instruction, and engaged in one semi-structured interview. Seen as exemplary educators within their school district, this study sought to understand how these participants embed their epistemologies and their respective perceptions of their students. All data were analyzed through a Chicana feminist lens, while the books used for read alouds were analyzed using Critical Multicultural Analysis (Botelho & Rudman, 2009). Social constructions of race, class, gender, heteronormativity, and other forms of difference were interrogated and then re-braided to further inform the educational issues and entrenched ideological constructs presented to Latin ECE students.
520 $a Aims of this study explored Latin educational issues, such as reasons why the majority of the participants' student population is classified as low socioeconomic (SES) status, and have been historically placed at an educational disadvantage. Also, this study explored critical literacy practices as channels that may improve academic levels for Latin s. Central to this study was the use of reflexive journaling, which informed the research process, and coincided with Chicana feminist methodology and qualitative case study methods. It ensured researcher self-reflexivity and data crystallization in order to interrogate whether the children's books used during in-class read alouds served as avenues for exploring the spectrum of lived experiences, as well as "isms," such as nationalism, sexism, racism, etc., in society. This study serves to promote the cultural wealth lived within Latin communities as well as the participating ECE teachers, to validate its worthiness and inclusion in U.S. curricula. Finally, Chicana feminism firmly threaded within this study promotes Latin knowledge as fluid, official theory in academia, as complex and un-binary as the Latin population itself.
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