Cultural Constellations and Childhood Identities: On Greek Gods, Cartoon Heroes, and the Social Lives of Schoolchildren
Cultural Constellations and Childhood Identities: On Greek Gods, Cartoon Heroes, and the Social Lives of Schoolchildren
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文化星座和童年身份：论希腊诸神、卡通英雄和学童的社交生活
DOI：
10.17763/haer.66.3.3n5247450r155l73
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发表时间：
1996
期刊：
影响因子：
--
通讯作者：
A. Dyson
中科院分区：
文献类型：
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作者：
A. Dyson
在这篇文章中，安妮哈斯戴森检查的社会和意识形态的过程，巩固儿童的使用媒体符号，特别是超级英雄，作为材料的故事建设和社会联系。戴森借鉴了一个在城市学校为来自不同种族和社会经济群体的儿童服务的人种学项目。该项目的重点是儿童在正式（教师管理）和非正式（同伴管理）学校中参与作曲和戏剧活动。戴森使用项目数据来说明儿童使用文化符号作为故事构建和社会联系的材料。然后，她展示了孩子们对一个超级英雄故事的非官方表演的不同反应，孩子们如何与文本和彼此协商。最后，她主张一个识字课程，其中文化符号是开放的嬉戏挪用和批判性的检查。
In this article, Anne Haas Dyson examines the social and ideological processes undergirding children's use of media symbols, especially the superhero, as material for story construction and social affiliation. Dyson draws upon an ethnographic project in an urban school serving children from different racial and socioeconomic groups. The project focused on children's participation in composing and in dramatic play activities within the official (teacher-governed) and unofficial (peer-governed) school worlds. Dyson uses project data to illustrate children's use of cultural symbols as material for story construction and social affiliation. She then shows, using children's diverse responses to an unofficial performance of a superhero story, how children negotiate with text and each other. Finally, she argues for a literacy curriculum in which cultural symbols are open to playful appropriation and critical examination.