東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

"Borrowed blackness": A case study ...

Kelly, Jennifer Rosemarie.

Linked to FindBook

Google Book

Amazon

博客來

"Borrowed blackness": A case study of black identity and cultural formation among a group of African Canadian high school students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Borrowed blackness": A case study of black identity and cultural formation among a group of African Canadian high school students./
Author:	Kelly, Jennifer Rosemarie.
Description:	303 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1790.
Contained By:	Dissertation Abstracts International62-05A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ60309
ISBN:	0612603091

"Borrowed blackness": A case study of black identity and cultural formation among a group of African Canadian high school students.
Kelly, Jennifer Rosemarie.

"Borrowed blackness": A case study of black identity and cultural formation among a group of African Canadian high school students. - 303 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1790.

Thesis (Ph.D.)--University of Alberta (Canada), 2001.

This study, based on research conducted with African Canadian high school students, examines the ways in which media culture intersects formation of black identities. Drawing on a critical cultural studies framework the study discusses how these youths receive, interpret and make use of media and youth culture that they encounter in their everyday lives. In particular the students' narratives illustrate the ways in which the proliferation of media images (music, magazines, films, and television) from the US affect the formation of an African Canadian identity. It highlights an intersection of the local and the global---how media gets proliferated across national borders and comes to produce a hegemonic culture in Canada.

ISBN: 0612603091Subjects--Topical Terms:

626654
Education, Sociology of.

"Borrowed blackness": A case study of black identity and cultural formation among a group of African Canadian high school students.
LDR:03075nmm 2200313 4500 001 1840981
005 20050822121242.5
008 130614s2001 eng d
020 $a 0612603091
035 $a (UnM)AAINQ60309
035 $a AAINQ60309
040 $a UnM $c UnM
100 1 $a Kelly, Jennifer Rosemarie. $3 1929297
245 1 0 $a "Borrowed blackness": A case study of black identity and cultural formation among a group of African Canadian high school students.
300 $a 303 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1790.
500 $a Adviser: A. M. Decore.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2001.
520 $a This study, based on research conducted with African Canadian high school students, examines the ways in which media culture intersects formation of black identities. Drawing on a critical cultural studies framework the study discusses how these youths receive, interpret and make use of media and youth culture that they encounter in their everyday lives. In particular the students' narratives illustrate the ways in which the proliferation of media images (music, magazines, films, and television) from the US affect the formation of an African Canadian identity. It highlights an intersection of the local and the global---how media gets proliferated across national borders and comes to produce a hegemonic culture in Canada.
520 $a Data generation and analysis is based on John Thompson's "depth hermeneutics." This process of interpreting and reinterpreting the students' discourses on popular youth culture is achieved via a three phase process that starts with an analysis of the theorisation of cultural studies literature, moves through formal or discursive analysis and finally undertakes an interpretation/reinterpretation of the existing data.
520 $a The research highlights how analysis of the concept of ideology is still important despite more recent emphases on theories of postmodernism. The narratives reinforce our recognition of how, despite a discourse of critique, these youths still consume media culture. Style is highlighted as less than innocent, as a tool for differentiation from as well as alignment with "others." Despite the casual wearing and displaying of the body---especially the male body---style is something to be worked at. The conclusion of this study is that "culture as the everyday" offers a valuable insight into the ways in which discourses collide and compete in the formation of black identities. The students' narratives reveal that their identity formation is a complex cultural process involving the production of raced, classed, sexualized and religious selves. The concluding section discusses the educational implications of this thesis.
590 $a School code: 0351.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Secondary. $3 539262
690 $a 0340
690 $a 0325
690 $a 0533
710 2 0 $a University of Alberta (Canada). $3 626651
773 0 $t Dissertation Abstracts International $g 62-05A.
790 1 0 $a Decore, A. M., $e advisor
790 $a 0351
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ60309