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Framing America: Graduate students r...

Lalonde, Catherine Lara.

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Framing America: Graduate students reading power, identity and American education through Hollywood movies.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Framing America: Graduate students reading power, identity and American education through Hollywood movies./
作者:	Lalonde, Catherine Lara.
面頁冊數:	415 p.
附註:	Adviser: Lois Weis.
Contained By:	Dissertation Abstracts International68-05A.
標題:	Cinema. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261957

Framing America: Graduate students reading power, identity and American education through Hollywood movies.
Lalonde, Catherine Lara.

Framing America: Graduate students reading power, identity and American education through Hollywood movies. - 415 p.

Adviser: Lois Weis.

Thesis (Ed.D.)--State University of New York at Buffalo, 2007.

This research involves two groups of graduate students in education programs (Classroom Context (CC) and Social Context (SC)), how they understand four Hollywood movies about education, and how they describe their identities as students and/or teachers. Through the methods of focus grouping, electronic mail dialogues, textual analyses of the movies, and "informal conversations," I found that while the four CC participants understood the movies and their identities in terms of power through personal educational experiences, the six SC participants analyzed through the lens of social issues. These findings point to the need for critical media literacy among all educators. Further, when said literacy is combined with social theory, spaces for understanding identity formation and American education are created and could be used as a pedagogical intervention in education classrooms.Subjects--Topical Terms:

854529
Cinema.

Framing America: Graduate students reading power, identity and American education through Hollywood movies.
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520 $a This research involves two groups of graduate students in education programs (Classroom Context (CC) and Social Context (SC)), how they understand four Hollywood movies about education, and how they describe their identities as students and/or teachers. Through the methods of focus grouping, electronic mail dialogues, textual analyses of the movies, and "informal conversations," I found that while the four CC participants understood the movies and their identities in terms of power through personal educational experiences, the six SC participants analyzed through the lens of social issues. These findings point to the need for critical media literacy among all educators. Further, when said literacy is combined with social theory, spaces for understanding identity formation and American education are created and could be used as a pedagogical intervention in education classrooms.
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