Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

<p>Scholars and laypersons are increasingly concerned about the marketing of inappropriate adult fashions directly to <em>tweens</em>, children between the ages of eight and thirteen. Using a symbolic interactionist approach, I consider strategies used to market tween fashion images, and their influence on tween self-image and mother-child relationships.</p> <p>Through content analysis of images in two magazines, <em>Today's Parent</em> and <em>Tiger Beat</em>, I establish that contradictions exist between traditional images of childhood as a time of innocence, and more recent adult or sexualized images of tweenhood; that both these types of representations are gendered; and that both reinforce gender roles in childhood and tweenhood alike.</p> <p>Through qualitative interviews with mothers and tweens, I explore the meanings they associate with tween fashion and their influence on tween self-image. Both mothers and tweens are somewhat influenced by marketing strategies that use brands, logos and celebrity role models to market tween fashion. However, mothers use maternal "gatekeeping" strategies such as solo shopping, and control of financial resources, to mitigate the influence of fashion marketing on their tweens, and to avoid disagreements with their children over potentially inappropriate fashion styles.</p> <p>Tweens themselves actively filter corporate messages based on their own internalized gendered meanings learned through socialization. The opinions of their mothers, primarily, and their peers, influence their assessments of clothing as appropriate or inappropriate, regardless of marketing strategies. Notably, tween girls use internalized gendered meanings to differentiate between fashions that convey a "good girl" image or a "trampy" image, reproducing patriarchal versions of women as madonnas or whores, even at this age. Despite moral panics, a symbolic interactionist approach inspired by the principles of the new sociology of childhood, privileges tweens' voices and reveals them to be embedded within social networks that temper the influence of tween fashion.</p> / Doctor of Philosophy (PhD)

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)