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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1404607 |
| Date | 12 1900 |
| Creators | Edwards, Jessica Lee Lavina |
| Contributors | Mathis, Janelle, Wickstrom, Carol, Subramaniam, Karthigeyan, Haag, Claudia |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 120 pages, Text |
| Rights | Public, Edwards, Jessica Lee Lavina, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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