Open Access. Powered by Scholars. Published by Universities.®
Curriculum and Social Inquiry Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- College composition and literature (1)
- Critical discourse analysis (CDA) (1)
- Critical literacy (1)
- Cultures (1)
- Curriculum (1)
-
- Education and COVID-19 (1)
- Elite bilingualism (1)
- Multimodal discourse analysis (1)
- Multimodalities (1)
- Postmodernism (1)
- Poststructural feminism (1)
- Secondary Spanish (1)
- Semiotics (1)
- Social suffering theory (1)
- Spanish speakers (1)
- Student publishing (1)
- Systemic functional linguistics (SFL) (1)
- Textbooks (1)
- Translingualism (1)
- World language (1)
- Writing for healing (1)
Articles 1 - 2 of 2
Full-Text Articles in Curriculum and Social Inquiry
A Critical Analysis Of Cultura In Spanish World Language Textbooks, Amanda Holbrook
A Critical Analysis Of Cultura In Spanish World Language Textbooks, Amanda Holbrook
Education Doctorate Dissertations
This action-oriented multimodal discourse analysis explored how a high school Spanish world language textbook series construes Spanish speakers and cultures and invites students to engage with them through written texts and visual images. Through a lens of analysis based on systemic functional linguistics and influenced by critical discourse analysis and critical literacy pedagogy, this study found that the textbooks erase Spanish speakers as active creators of cultures, construe them as a standardized monolithic group when present, and construe cultures as tied to the interests of tourists and linked to place. Moreover, the textbook series invites students to engage with Spanish …
The Writing For Healing And Transformation Project, Heather Elizabeth Osborn
The Writing For Healing And Transformation Project, Heather Elizabeth Osborn
Education Doctorate Dissertations
As a qualitative action research study, the purpose of The Writing for Healing and Transformation Project was to facilitate more inclusive writing strategies and to promote individual and collective healing on issues of social suffering and oppression (Kleinman, Das, & Lock, 1997; Pennebaker & Smyth, 2016) for diverse students at a community college located in the northeastern United States. The 18 participants in the study included students in my English II literature and composition course. The theoretical framework encompassed Pennebaker’s (2016) “writing for healing” paradigm, advocating the use of expressivist writing and “social suffering theory,” examining how power structures affect …