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The Skin We're In: A Literary Analys...

Chaudhri, Amina.

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The Skin We're In: A Literary Analysis of Representations Of Mixed Race Identity in Children's Literature.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Skin We're In: A Literary Analysis of Representations Of Mixed Race Identity in Children's Literature./
作者:	Chaudhri, Amina.
面頁冊數:	232 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
標題:	Education, Language and Literature. -
電子資源:	http://www2.lib.ndhu.edu.tw/pdf_buy/3530952.pdf限東華大學校園網域內使用
ISBN:	9781267715739

The Skin We're In: A Literary Analysis of Representations Of Mixed Race Identity in Children's Literature.
Chaudhri, Amina.

The Skin We're In: A Literary Analysis of Representations Of Mixed Race Identity in Children's Literature. - 232 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Chicago, 2012.

This study systematically analyzed novels of contemporary and historical fiction with mixed race content intended for readers age 9-14. In the context of an increasingly multiracial and multicultural society, this study was primarily concerned with the question of identity representation: What is contemporary children's literature saying about the experience of being racially mixed? This question was investigated along three strands: 1) How can literature about multiracial identity be usefully described and define? 2) What historical perspectives inform books about multiracial people? and 3) To what degree are contemporary authors maintaining or challenging racial paradigms?

ISBN: 9781267715739Subjects--Topical Terms:

1018115
Education, Language and Literature.

The Skin We're In: A Literary Analysis of Representations Of Mixed Race Identity in Children's Literature.
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245 1 4 $a The Skin We're In: A Literary Analysis of Representations Of Mixed Race Identity in Children's Literature.
300 $a 232 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: William Teale.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2012.
520 # $a This study systematically analyzed novels of contemporary and historical fiction with mixed race content intended for readers age 9-14. In the context of an increasingly multiracial and multicultural society, this study was primarily concerned with the question of identity representation: What is contemporary children's literature saying about the experience of being racially mixed? This question was investigated along three strands: 1) How can literature about multiracial identity be usefully described and define? 2) What historical perspectives inform books about multiracial people? and 3) To what degree are contemporary authors maintaining or challenging racial paradigms?
520 # $a A content analysis of ninety novels with mixed race content was undertaken to determine specific features such as gender, age, racial mix, family situation, socio-economic situation, racial makeup of environment, and setting. Three categories were created based historical paradigms about mixed race identity, and themes that emerged from the novels: 1) Mixed Race In/Visibility, 2) Mixed Race Blending, and 3) Mixed Race Awareness. All ninety novels were evaluated with respect to the criteria of the categories. Thirty-three novels were selected for deep literary analysis, demonstrating the ways historical perspectives about mixed race identity inform contemporary children's literature.
520 # $a Findings indicated three broad trends in representations of mixed race identity in children's literature with novels falling almost equally between the three categories. Books in the Mixed Race In/Visibility category depicted stereotypically traumatic experiences for mixed race characters and provide little or no opportunity for critique of racism. Books in the Mixed Race Blending category featured characters whose mixed race identity was descriptive but not functional in their lives. Mixed Race Awareness books represented a range of possible life experiences for biracial characters who respond to social discomfort to their racial identity in complex and credible ways.
590 $a School code: 0799.
650 # 4 $a Education, Language and Literature. $3 1018115
650 # 4 $a Education, Multilingual. $3 1669153
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710 2 # $a University of Illinois at Chicago. $b Curriculum and Instruction. $3 2036358
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793 $a English
856 $u http://www2.lib.ndhu.edu.tw/pdf_buy/3530952.pdf $z 限東華大學校園網域內使用