東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"Gentle doses of racism": Racist dis...

van Belle, Leah Allison.

FindBook

Google Book

Amazon

博客來

"Gentle doses of racism": Racist discourses in the construction of scientific literacy, mathematical literacy, and print-based literacies in children's basal readers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"Gentle doses of racism": Racist discourses in the construction of scientific literacy, mathematical literacy, and print-based literacies in children's basal readers./
作者:	van Belle, Leah Allison.
面頁冊數:	314 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
Contained By:	Dissertation Abstracts International71-11A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429240
ISBN:	9781124278278

"Gentle doses of racism": Racist discourses in the construction of scientific literacy, mathematical literacy, and print-based literacies in children's basal readers.
van Belle, Leah Allison.

"Gentle doses of racism": Racist discourses in the construction of scientific literacy, mathematical literacy, and print-based literacies in children's basal readers. - 314 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .

Thesis (Ph.D.)--University of Michigan, 2010.

Basal readers have long been problematized for a lack of diversity among the characters and experiences represented in the text selections. Building on this, and informed by critical theory, critical race theory, and Bourdieuian perspectives, this dissertation examines racist discourses in a set of third grade basal readers. In order to explore the guiding research question of How are African American represented in literacy curriculum materials?, I engaged in a critical discourse analysis of the 119 stories and informational text selections contained in the basal readers.

ISBN: 9781124278278Subjects--Topical Terms:

1018115
Education, Language and Literature.

"Gentle doses of racism": Racist discourses in the construction of scientific literacy, mathematical literacy, and print-based literacies in children's basal readers.
LDR:03147nam 2200337 4500 001 1393909
005 20110415112015.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124278278
035 $a (UMI)AAI3429240
035 $a AAI3429240
040 $a UMI $c UMI
100 1 $a van Belle, Leah Allison. $3 1672491
245 1 0 $a "Gentle doses of racism": Racist discourses in the construction of scientific literacy, mathematical literacy, and print-based literacies in children's basal readers.
300 $a 314 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
500 $a Adviser: Lesley A. Rex.
502 $a Thesis (Ph.D.)--University of Michigan, 2010.
520 $a Basal readers have long been problematized for a lack of diversity among the characters and experiences represented in the text selections. Building on this, and informed by critical theory, critical race theory, and Bourdieuian perspectives, this dissertation examines racist discourses in a set of third grade basal readers. In order to explore the guiding research question of How are African American represented in literacy curriculum materials?, I engaged in a critical discourse analysis of the 119 stories and informational text selections contained in the basal readers.
520 $a The results of this research illustrate the ways in which these basal readers present discourses that reproduce White, middle-class privilege, while marginalizing people of color, particularly working-class African Americans. These racist discourses, persistent across the textbook selections, present ethnic and class-based differences in school based forms of knowledge and capital: cultural, symbolic, social, and economic. These forms of capital are linked to literacy competencies constructed in school contexts: print-based literacy, scientific literacy, and mathematical literacy. In sum, Whites are presented as largely academically successfully, print-literate, scientifically literate, mathematically literate, financially savvy, and middle-class. This contrasts with the representation of African Americans as largely working-class individuals who engage in labor that does not require or build these multiple literacies. Furthermore, Whites are positioned as gatekeepers to institutions and knowledge related to print-based literacy, science, mathematics, and money.
520 $a Following these findings, I provide heuristics that I developed as frameworks to guide the critical analysis of children's texts; the goal is for these to serve as tools not only for teachers themselves, but also for teachers to support children in developing critical literacy skills. Furthermore, I provide suggestions for how a multiliteracies perspective can challenge the authority granted racist classroom materials.
590 $a School code: 0127.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a African American Studies. $3 1669123
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Reading. $3 1017790
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0279
690 $a 0296
690 $a 0340
690 $a 0535
690 $a 0631
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Rex, Lesley A., $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429240