Perspectives, Voices, and Worldviews in Frequently Read Children's Books

Autor/inn/en	Boutte, Gloria Swindler; Hopkins, Ronnie; Waklatsi, Tyrone
Titel	Perspectives, Voices, and Worldviews in Frequently Read Children's Books
Quelle	In: Early Education and Development, 19 (2008) 6, S.941-962 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	African American Children; Early Childhood Education; Fantasy; African American Culture; Ethnic Groups; Ideology; United States Literature; World Views; Content Analysis; Childrens Literature; Preschool Children; Elementary School Students; Ethnicity; Gender Differences; Social Class; Racial Differences; Imagination; Humor; Moral Values; Cultural Awareness + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fantasie; Ethnie; Ideologie; World view; Weltanschauung; Inhaltsanalyse; 'Children''s literature'; Kinderliteratur; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ethnizität; Geschlechterkonflikt; Social classes; Soziale Klasse; Rassenunterschied; Humoristische Darstellung; Moral value; Ethischer Wert; Cultural identity; Kulturelle Identität
Abstract	Research Findings: This study content analyzed 29 frequently used children's books in pre-kindergarten through 3rd-grade classrooms. Although the books included European and African American literature, none of the 29 books addressed other ethnic groups in the United States, and only two included international perspectives. Male and middle socioeconomic status themes dominated the book collection. An inductive theme analysis was conducted to determine overt themes that may obscure or make the underlying ideologies of the books less apparent. Three common themes emerged: (a) early childhood education content and skills, (b) imagination/fantasy/humor, and (c) dispositions/morals/life lessons. Going beyond the three initial themes and examining implicit cultural affirmations provided additional insights. Books were examined to determine if they affirmed the cultural worldviews of African American children, who made up nearly 50% of the district's population. Not surprisingly, 23 of the 29 books (79%) were rated as having low representations of African American culture. Practice or Policy: We conclude that in addition to teaching children to enjoy books, educators can actively help their young charges recognize and deconstruct prevailing inaccurate, incomplete, and negative images and information. Equally important is an examination of the unspoken subtexts and ideologies regarding the roles and importance of U.S. and world populations. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10