Pedagogical Discourses of Gender, Peace, and Equality: Jane Addams Children's Book Awards

Autor/in	Taber, Nancy
Titel	Pedagogical Discourses of Gender, Peace, and Equality: Jane Addams Children's Book Awards
Quelle	In: Journal of Peace Education, 12 (2015) 1, S.1-14 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740 0201
DOI	10.1080/17400201.2014.923303
Schlagwörter	Childrens Literature; Books; Social Justice; Feminism; Social Attitudes; Adolescent Literature; Peace; Prosocial Behavior; Females; Conflict; Discourse Analysis; Violence; History; Racial Bias; Gender Bias; Activism; Fiction + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Soziale Gerechtigkeit; Feminismus; Social attidude; Soziale Einstellung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Frieden; Weibliches Geschlecht; Konflikt; Diskursanalyse; Gewalt; Geschichte; Geschichtsdarstellung; Racial discrimination; Rassismus; Geschlechterstereotyp; Aktivismus; Politischer Protest; Fiktion
Abstract	This article discusses a feminist critical discourse analysis research project of award-winning books of the Jane Addams Peace Association. Children's books carry societal messages that are gendered, raced, and classed, with award-winning books carrying an additional message of exceptionality as they are viewed as deserving of attention. Thus, the discourses they circulate are important points of analysis. This research, using data from the Jane Addams Children's Book Awards (focusing on books for older children - young adult literature), takes a feminist antimilitarist perspective to explore the sociocultural implications of children's literature for education and learning. I examine research with respect to award-winning literature, define my theoretical framework of feminist antimilitarism, explain my methodology of feminist discourse analysis, and detail my findings. I conclude that the awards as a whole function pedagogically to define conflict in ways that privilege colonial discourses, with women represented in essentialist ways and inequality perceived as absent in the contemporary West. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01