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

Negotiating Black masculinity and au...

Beucher, Rebecca L.

Linked to FindBook

Google Book

Amazon

博客來

Negotiating Black masculinity and audience across high school contexts: A feminist poststructural analysis of three non-dominant students' multiliteracy composition practices during digital storytelling.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Negotiating Black masculinity and audience across high school contexts: A feminist poststructural analysis of three non-dominant students' multiliteracy composition practices during digital storytelling./
Author:	Beucher, Rebecca L.
Description:	259 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3721775
ISBN:	9781339035291

Negotiating Black masculinity and audience across high school contexts: A feminist poststructural analysis of three non-dominant students' multiliteracy composition practices during digital storytelling.
Beucher, Rebecca L.

Negotiating Black masculinity and audience across high school contexts: A feminist poststructural analysis of three non-dominant students' multiliteracy composition practices during digital storytelling. - 259 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ph.D.)--University of Colorado at Boulder, 2015.

Autobiographical digital storytelling (DST) is a burgeoning multiliteracy practice in in- and out-of-school spaces. Recently, education researchers have explored DST's potential as a robust critical literacy tool for non-dominant youth to tell agentic counter narratives. A less explored area of youth DST practices relates to how authors account for audience (local and macro discourse) when composing digital autobiographies. Using feminist poststructural theory as a heuristic and analytical tool, I investigated the varying discourses youth authors engaged throughout their processes and products related to autobiographical DST.

ISBN: 9781339035291Subjects--Topical Terms:

517670
Educational technology.

Negotiating Black masculinity and audience across high school contexts: A feminist poststructural analysis of three non-dominant students' multiliteracy composition practices during digital storytelling.
LDR:03452nmm a2200313 4500 001 2067434
005 20160325105930.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339035291
035 $a (MiAaPQ)AAI3721775
035 $a AAI3721775
040 $a MiAaPQ $c MiAaPQ
100 1 $a Beucher, Rebecca L. $3 3182282
245 1 0 $a Negotiating Black masculinity and audience across high school contexts: A feminist poststructural analysis of three non-dominant students' multiliteracy composition practices during digital storytelling.
300 $a 259 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
500 $a Adviser: Elizabeth Dutro.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 2015.
520 $a Autobiographical digital storytelling (DST) is a burgeoning multiliteracy practice in in- and out-of-school spaces. Recently, education researchers have explored DST's potential as a robust critical literacy tool for non-dominant youth to tell agentic counter narratives. A less explored area of youth DST practices relates to how authors account for audience (local and macro discourse) when composing digital autobiographies. Using feminist poststructural theory as a heuristic and analytical tool, I investigated the varying discourses youth authors engaged throughout their processes and products related to autobiographical DST.
520 $a The ethnographic data for this dissertation were collected in an English Language Arts high school classroom, African American Literature, over the course of four months across fall semester 2012. The three case study findings chapters illustrate three non-dominant students' approaches to negotiating their subjectivity within the school context across multiple school spaces. The findings from this study complicate notions of agency; namely the case studies demonstrate how diverse youth of color negotiated multiple and competing discourses when narrating stories of the self in relation to a perceived peer audience. More specifically, each case provides a detailed analysis of how Darius, Malcolm, and Gabriel, negotiated local and macro discourses related to Black masculinity, salient intersecting subjectivities for each.
520 $a This study holds theoretical implications in establishing the importance of using poststructural feminist theories in combination with Critical Discourse Analysis of student processes and produced related to autobiographical storytelling by way of detecting the complex power relations youth navigate within the school context. Moreover, this study reports important implications regarding the utility of digital storytelling as a culturally responsive, multimodal, critical literacy practice that affords youth opportunities to draw on personally and culturally meaningful discourses (e.g., hip-hip music) as they compose digital representations in relation to local and macro discourse. Additionally, implications for English Language Arts practice encourage future examination of how youth author's attentiveness to peer audience discourse demonstrate students' facilities in composing narratives in relation to audience.
590 $a School code: 0051.
650 4 $a Educational technology. $3 517670
650 4 $a Secondary education. $3 2122779
650 4 $a Black studies. $3 2122689
690 $a 0710
690 $a 0533
690 $a 0325
710 2 $a University of Colorado at Boulder. $b Education. $3 1023248
773 0 $t Dissertation Abstracts International $g 77-01A(E).
790 $a 0051
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3721775