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Bring the World to the Child: Grassr...

Good, Katherine Day.

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Bring the World to the Child: Grassroots Media and Global Citizenship in American Education, 1900-1965.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Bring the World to the Child: Grassroots Media and Global Citizenship in American Education, 1900-1965./
作者:	Good, Katherine Day.
面頁冊數:	339 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Communication. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705253
ISBN:	9781321781373

Bring the World to the Child: Grassroots Media and Global Citizenship in American Education, 1900-1965.
Good, Katherine Day.

Bring the World to the Child: Grassroots Media and Global Citizenship in American Education, 1900-1965. - 339 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Northwestern University, 2015.

This thesis examines the convergence of mediated instruction and global educational initiatives in American schools in the first half of the twentieth century. Its premise is that as American society became more internationally connected through new technology, immigration, and geopolitics in this period, schools came under increasing pressure to shape students into more "world-minded" subjects and media-literate citizens. These social priorities led to a surge in new media and communication practices in schools that were at once local in formulation and ambitiously global in orientation. Through archival and discursive analysis of grassroots communication practices such as audiovisual instruction, peace performances and projects, and mediated intercultural exchanges, I argue that schools became active domains of not only global media reception, but also global cultural production and circulation in American everyday life. Believing school-based communication and technology could provide a more authentic alternative to mass media, progressive educators aimed to transform schools into powerful informational agencies that could uplift communities, strengthen democracy, and promote appreciation for diversity at home and abroad. Despite these hopes, educationalists' efforts to mediate the world were often marked by the same ideological contradictions and Amerocentric thinking prevalent in the dominant culture that they wished to reform.

ISBN: 9781321781373Subjects--Topical Terms:

524709
Communication.

Bring the World to the Child: Grassroots Media and Global Citizenship in American Education, 1900-1965.
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500 $a Adviser: Jennifer S. Light.
502 $a Thesis (Ph.D.)--Northwestern University, 2015.
520 $a This thesis examines the convergence of mediated instruction and global educational initiatives in American schools in the first half of the twentieth century. Its premise is that as American society became more internationally connected through new technology, immigration, and geopolitics in this period, schools came under increasing pressure to shape students into more "world-minded" subjects and media-literate citizens. These social priorities led to a surge in new media and communication practices in schools that were at once local in formulation and ambitiously global in orientation. Through archival and discursive analysis of grassroots communication practices such as audiovisual instruction, peace performances and projects, and mediated intercultural exchanges, I argue that schools became active domains of not only global media reception, but also global cultural production and circulation in American everyday life. Believing school-based communication and technology could provide a more authentic alternative to mass media, progressive educators aimed to transform schools into powerful informational agencies that could uplift communities, strengthen democracy, and promote appreciation for diversity at home and abroad. Despite these hopes, educationalists' efforts to mediate the world were often marked by the same ideological contradictions and Amerocentric thinking prevalent in the dominant culture that they wished to reform.
520 $a This work contributes to research on media, communication, and the globalization of American culture in three main ways. First, it challenges assumptions that mass media were the most significant purveyors of global information and images in the twentieth century. By revealing how teachers and students mixed and remade global media and materials in school, this study calls attention to the longstanding participation of ordinary users in the globalization of culture, as well as the capacity of users to both criticize and collude with the dominant messages of larger media systems. Additionally, this thesis contributes methodologically to the historiography of educational media culture and technology by showing how schools have long mobilized a variety of high- and low-tech media and materials, not simply high-profile machines, to enhance instruction and engage with the world. Finally, this study contributes to research in cultural history and American studies by demonstrating some overlooked grassroots channels through which global images, information, and ideologies have historically circulated within American culture.
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