The Political Nuances of Narratives and an Urban Educator's Response

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dc.contributor.advisor Milner, Rich
dc.contributor.author Pearman II, F. Alvin
dc.date.accessioned 2012-09-05T21:22:28Z
dc.date.available 2012-09-05T21:22:28Z
dc.date.issued 2012-06
dc.identifier.uri http://hdl.handle.net/1803/5153
dc.description Teaching and Learning Department Capstone Project en_US
dc.description.abstract In recent years, theorists have begun to explore the ways in which the narratives our children read influence the democratic ideals we wish to impart. In a nation so stratified along both racial and socioeconomic lines with a long history of various forms of systemic oppression, this issue is particularly relevant to how children in the most inequitable learning environments, situated in the most marginalized communities, come to see and know how to effect social change. In order to begin an investigation into the ways in which our democracy is conveyed through various forms of storytelling, this paper will interrogate the narrative space of children’s literature with particular focus on the American civil rights movement. The question that will guide this examination will concern the implicit and explicit ways that differing narrative types promote or hinder central ideals of democracy. Based on Bell’s (2009) story type framework, I will conceptualize different types of stories as integrated pedagogical, philosophical, and curricular extensions that are produced, consumed, and regulated with specific political purposes in mind. My framework will be grounded in principles of democratic education, social justice education, critical pedagogy, and critical race theory. I will utilize the philosophical underpinnings that constitute this theoretical framework to iteratively insert empirical data to interrogate the thematic composition and narrative structure of the children’s literature discussed. Thus, the central aim of this paper is to explore a conceptual framework from which to illuminate the foundation, purpose, and definition of alternative forms of narratives. Additionally, standards-based exercises that combat and build upon narrative types will be discussed. en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject democratic education en_US
dc.subject urban education en_US
dc.subject children's literature en_US
dc.subject civil rights movement en_US
dc.subject social justice en_US
dc.subject.lcsh Education, Urban en_US
dc.subject.lcsh Children's literature -- Study and teaching en_US
dc.subject.lcsh Civil rights movements -- United States en_US
dc.title The Political Nuances of Narratives and an Urban Educator's Response en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US

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