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Critique, Hope, and Action: A Critic...

Edwards, Jessica L. L.

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Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom./
Author:	Edwards, Jessica L. L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	130 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
Contained By:	Dissertations Abstracts International80-09A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13839704
ISBN:	9780438879072

Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom.
Edwards, Jessica L. L.

Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 130 p.

Source: Dissertations Abstracts International, Volume: 80-09, Section: A.

Thesis (Ph.D.)--University of North Texas, 2018.

This item must not be added to any third party search indexes.

The purpose of this study was to analyze teacher-selected children's literature for its potential use with critical pedagogy in the elementary classroom. This multi-analytical study uses tenets from critical multicultural analysis (CMA) and components from visual analysis (VA) to guide a critical content analysis of teacher-selected children's literature. Since it is the only nationally-recognized book list solely selected by educators, the texts for this study were selected from the Teachers' Choices Reading List titles. Although prior research on teacher-selected literature for the potential use of critical pedagogy in the elementary classroom does not exist, the results of this study show many opportunities for such within the last three years of the Teachers' Choices Reading List. A discussion on these results is presented through Paulo Freire's concept of critical pedagogy, as described in three stages: critique, hope, and action. Implications for practice and research are suggested based on the results of the study.

ISBN: 9780438879072Subjects--Topical Terms:

532624
Language arts.

Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom.
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245 1 0 $a Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom.
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300 $a 130 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Mathis, Janelle.
502 $a Thesis (Ph.D.)--University of North Texas, 2018.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to analyze teacher-selected children's literature for its potential use with critical pedagogy in the elementary classroom. This multi-analytical study uses tenets from critical multicultural analysis (CMA) and components from visual analysis (VA) to guide a critical content analysis of teacher-selected children's literature. Since it is the only nationally-recognized book list solely selected by educators, the texts for this study were selected from the Teachers' Choices Reading List titles. Although prior research on teacher-selected literature for the potential use of critical pedagogy in the elementary classroom does not exist, the results of this study show many opportunities for such within the last three years of the Teachers' Choices Reading List. A discussion on these results is presented through Paulo Freire's concept of critical pedagogy, as described in three stages: critique, hope, and action. Implications for practice and research are suggested based on the results of the study.
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