• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >'Club reports' queered considerations of children's understandings of families, relationships, social practices, and literature in an afterschool reading club.
【24h】

'Club reports' queered considerations of children's understandings of families, relationships, social practices, and literature in an afterschool reading club.

机译：“俱乐部报告”在课后阅读俱乐部中质疑了孩子们对家庭，人际关系，社会习俗和文学的理解。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This qualitative inquiry uses queer theory and an epistemic justice framework to analyze interactions in a reading club for first graders. The title "Club Reports" is a play on words referring both to this dissertation and to a bound book of the children's work. The literary event of a weekly reading club is a lens to consider literacy as a social practice. I ask: what happens when a diverse group of children participate in an afterschool reading club that focuses on representations of families? Data was gathered using ethnographic methods including audio and video recordings, participant interviews, artifact collection, parent interviews, and researcher documentation. Through the analytic framework, I consider if and how our meetings queered normative understandings of gender, family, relationships, literacy practices, childhood, and child cultures. Findings suggest that current knowledge resources about families, children, and social organization more broadly situate cisgender males and heterosexual relationships as the norm. This pervasive heteronormativity may have limited how the group discussed variations in their homes and personal beliefs. This epistemic injustice --- or lack of collective resources that reflect the true breadth of experiences --- has the potential to harm all participants. This study raises awareness of ways that variations in family and child experiences may be stultified in normative social discourses. Findings are potential resources for researchers, educators, and those interested in inclusiveness in educational settings for children.
机译：这种定性探究使用酷儿理论和认知正义框架来分析一年级阅读俱乐部中的互动。标题“俱乐部报告”是指既提及本论文又涉及儿童工作的书籍的文字游戏。每周读书俱乐部的文学活动是将素养视为一种社会习俗的镜头。我问：当一群不同的孩子参加一个以家庭代表为重点的课后读书俱乐部时，会发生什么？使用人种学方法收集数据，包括音频和视频记录，参与者访谈，工件收集，父母访谈和研究人员文档。通过分析框架，我考虑了我们的会议是否以及如何激发对性别，家庭，人际关系，识字习惯，童年和儿童文化的规范理解。研究结果表明，当前有关家庭，儿童和社会组织的知识资源更广泛地以顺性别男性和异性恋关系为准则。这种普遍的异常性可能限制了小组讨论家庭和个人信念变化的方式。这种认识上的不公正-或缺乏反映真实经验广度的集体资源-有可能伤害所有参与者。这项研究提高了人们对在规范性社会话语中可能会改变家庭和儿童经历差异的认识。调查结果是研究人员，教育工作者以及对儿童的教育环境包容性感兴趣的人们的潜在资源。

著录项

  • 作者

    Skrlac Lo, Rachel Jocelyn.;

  • 作者单位

    University of Pennsylvania.;

  • 授予单位 University of Pennsylvania.;
  • 学科 Early childhood education.;LGBTQ studies.;Language arts.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 350 p.
  • 总页数 350
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号