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Title: CONSTRUCTING CRITICAL HISTORICAL ANALYSES TO CULTIVATE CRITICAL HISTORICAL LITERACY: COLLEGE STUDENTS’ PERCEPTIONS.
Creator: Dockswell, Jeffrey S., Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: To address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses...
Show moreTo address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses exercises were combined into a curriculum and instructional toolbox that was utilized to strengthen the historical literacy of two groups of college students enrolled in separate sections of an American history course. Once students engaged with critical pedagogical and critical thinking and historical thinking exercises featured in the critical historical analyses exercise toolbox, new learning emerged that gave students opportunities to develop critiques and conduct dialogic and writing activities using history content. Pedagogical exercises involved the history instructor engaging students initially in dialogic exercises and then moved to writing content. The history curriculum prompted non-history major college students, divided into advanced dual enrolled high school students and traditional state college students, to learn how to think in depth about societal issues linking the past and the present. Students then strengthened habits in how to identify relevant problems rooted from history and how to practice constructing modern solutions to problems. The aim was to help students establish their critical voices and enhance their historical literacy to ultimately cultivate critical historical literacy. Critical historical literacy among these students reflected abilities to interpret historical data through critiquing lenses that focused on social justice and societal progression while developing skills to construct defensible critical narratives with historical evidence. In the process, students cultivated critical historical literacy on the foundation of engaging with the six critical historical analyses toolbox exercises on which this study centered.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013842
Subject Headings: College students, Critical pedagogy, Curriculum planning
Format: Document (PDF)

Title: Pedagogy of the oppressor: Freirean pedagogies in the postmodern classroom.
Creator: Francis, Toni Perdita., Florida Atlantic University, Covino, William A.
Abstract/Description: Since the publication of Paulo Freire's Pedagogy of the Oppressed , American educators have found use for his radical pedagogy that challenges traditional education practice. Freire considers current/traditional pedagogy to be "banking education"; he offers in its place a student-centered pedagogy in which both student and teacher participate in the process of learning. Freire's influence is most present in the field of composition studies where, in light of emerging postmodern theories,...
Show moreSince the publication of Paulo Freire's Pedagogy of the Oppressed , American educators have found use for his radical pedagogy that challenges traditional education practice. Freire considers current/traditional pedagogy to be "banking education"; he offers in its place a student-centered pedagogy in which both student and teacher participate in the process of learning. Freire's influence is most present in the field of composition studies where, in light of emerging postmodern theories, teachers find it necessary to alter Freire's work, but continue to value applications of his pedagogy such as dialogic classrooms, education for liberation, and problem-posing teaching. These processes and concepts, educators believe, assist in training American students for participation in democracy.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12872
Subject Headings: Critical pedagogy., Freire, Paulo,--1921---Pedagogy of the oppressed., Postmodernism and education.
Format: Document (PDF)

Title: Critical pedagogy: an approach to professional development for holocaust education.
Creator: Shah, Rachayita, Wachtel, Julie, Gatens, Rose, Schoorman, Dilys, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164691
Subject Headings: Critical pedagogy, Holocaust, Jewish (1939-1945) --Study and teaching, Teachers --Training of
Format: Document (PDF)

Title: The possibilities for school leadership discourse within the dominant discourse of public education: a critical autoethnography.
Creator: Webster, Mary., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and...
Show moreThis study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and culture allowing the personal to become valid data. ... This narrative illustrated the complexity of the emotional context and illustrated how school leadership discourse could turn the dialogue away from an economic and back to a teaching and learning relationship. The narrative aimed to give rise to a counter narrative, but found that the site of the high school reading department was currently too confused, too complex and too contradictory to establish any meaningful conclusions for its future that are not underpinned by extensive reforms designed to end its isolation.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3359160
Subject Headings: Educational leadership, Autoethnography, Authorship, Critical pedagogy, Professional learning communities, Teaching, Philosophy
Format: Document (PDF)

Title: School principal influence actions, climate, culture, and school performance.
Creator: Miron, Bree J., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative, non-experimental study was conducted to investigate the link between school principal influence actions, climate, culture, and school performance. Additionally, this study sought to determine if the influence of these variables or the relationship among them is altered by individual and/or institutional characteristics. The first phase of the study was conducted to determine whether or not the Customer Survey aligned to distinct dimensions. Two factors were identified:...
Show moreThis quantitative, non-experimental study was conducted to investigate the link between school principal influence actions, climate, culture, and school performance. Additionally, this study sought to determine if the influence of these variables or the relationship among them is altered by individual and/or institutional characteristics. The first phase of the study was conducted to determine whether or not the Customer Survey aligned to distinct dimensions. Two factors were identified: Staff Attitudes and Student Disruptions. The second part used regression to examine the relationships among four constructs and test the seven hypotheses.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004307, http://purl.flvc.org/fau/fd/FA00004307
Subject Headings: Critical pedagogy, Educational leadership -- Influence, School improvement programs -- Evaluation, School mangement and organization, School principals -- Influence
Format: Document (PDF)

Title: Managed Discourse: Legitimizing Principal Identity and Agency.
Creator: Arellano, Matias, Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Given the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was...
Show moreGiven the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was performed with the input of the participants’ high schools in order to further analyze the form and function of discourses, socially situated meanings, and ideologies that constitute being an educational leader and doing the work of an educational leader. The findings from the study revealed that the high school principals discursively construct their professional identity and agency by engaging in discourses and social practices related to managing the personnel, numerical data, and external expectations of the organization. As a result, the participants use the comprehensive school reform rhetoric as a way to legitimize and rationalize their duty as educators. The socially situated meaning attributed to the state’s educational leadership standards is not as clear, with the participants dismissing their value for a lack of context. In interpreting and enacting the school reform policy mandates set forth by the district and the state, principals conserve a corporatized model of school leadership that borrows much of its neoliberal language from the business sphere. The principals are positioned as mid-level managers, confirming Foster’s (2004) description of the contemporary school leader who is preoccupied with controlling the numeracy, information systems, and language of the organization. Future research should focus on performing critical discourse analysis studies with the upper levels of management, including, but not limited to, the central office and the office of the superintendent, as a way of exploring a more transcendent meaning of schooling and school leadership that focuses on human development. This study has the potential to provide leadership preparation programs and policymakers significant insight into the problems, paradoxes, and possibilities of school reform rhetoric and its impact on local school leaders.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004657, http://purl.flvc.org/fau/fd/FA00004657
Subject Headings: Critical pedagogy, Discourse analysis, Education -- Research -- Methodology, Educational leadership, High school principals, Identity (Psychology)
Format: Document (PDF)

Title: Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
Creator: Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215296
Subject Headings: Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
Format: Document (PDF)

Title: How Jamaican administrators in a large school district in Florida perceive ethnicity, gender, and mentoring have impacted their career experiences: a phenomenological study.
Creator: Barrett-Johnson, Denise P., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican...
Show moreThe purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican parents and raised in Jamaica until the age of 14. The researcher gained this understanding by interviewing participants in-depth about how their Jamaican ethnicity, gender, and personal mentoring experiences impacted their personal and professional journey as administrators in SCPS. Findings and conclusions will inform mentoring and educational leadership literature on strategies for success geared toward this understudied population.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356889
Subject Headings: High school principals, Attitudes, Educational leadership, Critical pedagogy, Mentoring in education, Women school administrators, Attitudes, Educational change
Format: Document (PDF)

Title: The relationship between principal leadership actions and business and social justice cultures in schools.
Creator: Reyes-Guerra, Daniel, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business...
Show moreThis study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture., Only higher student poverty increased the principal's use of Managing/Transforming actions in schools with a Democratic Community culture. Four principal demographics - years as principal, years at the school, undergraduate major, and level of graduate study - had a actions and school culture. The study reinforces Pisapia's (2009) theory of strategic leadership, develops new instrumentation to measure cultures associated with social justice and accountability, and provides guidance to principals and those who educate them on leader actions associated with desired school cultures.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215295
Subject Headings: Educational leadership, Critical pedagogy, Social justice, Study and teaching, Marginality, Social, School management and organization
Format: Document (PDF)

Title: The Beliefs of Advanced Placement Teachers Regarding Equity and Access to Advanced Placement Courses: A Mixed-Methods Study.
Creator: Igualada, Mirynne, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience...
Show moreThis mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004506, http://purl.flvc.org/fau/fd/FA00004506
Subject Headings: Academic achievement -- Florida, Advanced placement programs (Education), Critical pedagogy, Discrimination in education, Expectation (Psychology), High schools -- Curricula, Prediction of scholastic success
Format: Document (PDF)

Title: The development of global-mindedness: school leadership perspectives.
Creator: Hersey, Maria., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel...
Show moreThe purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342108
Subject Headings: Education and globalization, Educational leadership, Critical pedagogy, School improvement programs, Education, Primary, Aims and objectives
Format: Document (PDF)

Title: Teaching to transform: toward an action-oriented feminist pedagogy in women’s studies.
Creator: Siddiqui, Shereen, Brown, Susan Love, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Abstract/Description: This qualitative study was conducted to develop a better understanding of the place of praxis in higher education women’s studies programs in the U.S. Built upon theories of feminist pedagogy, feminist praxis, activism, experiential education, and academic service-learning, the research explores how praxis is reflected and taught in women’s studies programs, how these programs impact students’ understanding of feminist theory and practice, and what factors affect the implementation of action...
Show moreThis qualitative study was conducted to develop a better understanding of the place of praxis in higher education women’s studies programs in the U.S. Built upon theories of feminist pedagogy, feminist praxis, activism, experiential education, and academic service-learning, the research explores how praxis is reflected and taught in women’s studies programs, how these programs impact students’ understanding of feminist theory and practice, and what factors affect the implementation of action-oriented pedagogy. Examples of several action-oriented projects that have successfully been implemented in women’s studies courses are offered, and a case study demonstrates the impact of these projects. The methods used include document review of women’s studies mission statements and syllabi, and interviews with women’s studies faculty and alumnae. The interview data were coded and analyzed using a grounded theory approach.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004410, http://purl.flvc.org/fau/fd/FA00004410
Subject Headings: Communication in social action -- Study and teaching, Critical pedagogy, Feminism -- Study and teaching (Higher), Feminism and higher education, Mentoring in education, Social action -- Study and teaching, Women's studies
Format: Document (PDF)

Title: An exploratory study of the multicultural responsiveness of higher education faculty at two South Florida universities.
Creator: St. Juste, Edvard., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures,...
Show moreThe study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures, racial, and ethnic backgrounds are making American education both more exciting and more complex. This qualitative study seeks to uncover the cultural and philosophical underpinnings of multicultural responsiveness of higher education faculty at two South Florida universities. The study recognizes the central role of faculty in delivering instruction in ways that are most understandable to cultural diverse populations Twenty faculty members from two universities were interviewed and observed. They demonstrated positive interest and responses to the study. Most faculty support the view that an integration of well balanced multicultural education is necessary, especially in today's classrooms that are more diverse than in the past. The findings of the study confirm that a number of faculty believe that there are characteristics of culture that must be attended in order to provide quality multicultural education to students. The results of the study also indicate a coherence of faculty willingness to modify their instruction although not specifically to align with the model used in this study. The model cannot be applied with equal success to all faculty members. It comprises of a number components that can be used with flexibility in numerous educational settings. Participants in this study provided important information about their practice, their views about the multicultural trends and changes of attitude toward classroom diversity.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12226
Subject Headings: Multicultural education--Florida, Educational equalization--Florida, Minority college students--Florida, Education--Social aspects--Florida, Critical pedagogy--Florida
Format: Document (PDF)

Title: A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator: Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings: Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format: Document (PDF)

Title: Language choice in children’s animated TV shows.
Creator: Golitschek, Katharina, Augustyn, Prisca, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Lingustics and Comparative Literature
Abstract/Description: This study aims to analyze three popular U.S. children’s TV shows – Dora the Explorer (Nickelodeon), Maya & Miguel (PBS) and Handy Manny (Disney Channel) – in terms of their incorporation of Spanish. Qualitative and quantitative measures were used to assess the frequency and types of code switching both in the context of bilingualism and language pedagogy. The study revealed different strategies of language choice and socio-cultural objectives for each show. A close analysis of language...
Show moreThis study aims to analyze three popular U.S. children’s TV shows – Dora the Explorer (Nickelodeon), Maya & Miguel (PBS) and Handy Manny (Disney Channel) – in terms of their incorporation of Spanish. Qualitative and quantitative measures were used to assess the frequency and types of code switching both in the context of bilingualism and language pedagogy. The study revealed different strategies of language choice and socio-cultural objectives for each show. A close analysis of language choice in the three children’s TV programs revealed distinct approaches to TV writing in the name of raising awareness of ethnic diversity, developing cultural literacy, and brand marketing.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004197, http://purl.flvc.org/fau/fd/FA00004197
Subject Headings: Animated television programs -- Social aspects, Bilingualism, Children in popular culture, Children's television programs -- Social aspects, Critical pedagogy, Dora the Explorer (Television program), Educational sociology, Television programs for children -- Social aspects
Format: Document (PDF)

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