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dc.contributor.authorUpdike, Lisa Stonemanen_US
dc.date.accessioned2014-03-14T20:09:12Z
dc.date.available2014-03-14T20:09:12Z
dc.date.issued2008-03-28en_US
dc.identifier.otheretd-04092008-151400en_US
dc.identifier.urihttp://hdl.handle.net/10919/26720
dc.description.abstractThis 3-month long, participatory-action research study with 19 college freshmen exposed students to children's literature selections hoping to initiate dialogue on social justice. The following questions guided the study: 1) How do students in a freshman writing course at a small, private liberal arts college initially perceive social justice? 2) How will critical reading of children's literature texts impact students' perceptions of social justice? 3) How do students self-identified as preservice teachers differ from the remainder of class members in relation to the first 2 questions? Data included 152 short narratives, 19 long narratives, field notes of the primary researcher and the student research assistant, and a group interview transcript. Findings included the following themes: a) Students and teachers should interact dialogically on their own cultural backgrounds as they consider their social justice perceptions; b) It is possible to go beyond the "tunnel" vision of prejudice and see "difference" as a positive attribute; c) All students, but particularly preservice teachers, need to wrestle with how they "fit" into a larger world context and teacher education should provide this critical opportunity; d) Personal, critical reflection on texts and discussion within a caring, secure environment can foster change; and e) Students embrace change as they hope to avoid becoming "stagnant." The findings serve to explicate the research theories on building caring classroom communities (Noddings, 2003), transformational learning opportunities (Hooks,1994; Villegas & Lucas, 2002), the use of text to drive change (Rosenblatt, 1995; Trites, 1997; Vandergrift, 1993; Zipes, 2001), and the value of dialogue on social justice topics to preservice teachers and others (Ladson-Billings & Tate, 1995; Lowery, 2002; Marshall & Oliva, 2006).en_US
dc.publisherVirginia Techen_US
dc.relation.haspartETD.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectcollege compositionen_US
dc.subjectparticipatory action researchen_US
dc.subjectchildrenâ s literatureen_US
dc.subjectSocial justiceen_US
dc.titleTriggering transformation: College freshmen use childrenâ s literature to consider social justice perceptionsen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairBarksdale, Mary Aliceen_US
dc.contributor.committeememberKajder, Sara B.en_US
dc.contributor.committeememberTriplett, Cheri F.en_US
dc.contributor.committeememberKelly, Patricia Proudfooten_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04092008-151400/en_US
dc.date.sdate2008-04-09en_US
dc.date.rdate2008-05-06
dc.date.adate2008-05-06en_US


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