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- All Subjects: assimilation
- All Subjects: Communication and education--Mexican-American Border Region.
- Creators: Ovando, Carlos
Description
Abstract
On a daily basis I am bombarded with images in every walk of life. I encounter images crossing my path constantly through media such as the internet, television, magazines, radio, social media, even in the grocery store line on screens intended to capture our attention. As I drive down the roadways, I am invaded by images that at times can be distracting with their dazzling displays, attempting to get our attention and get us to consume their product or service or understand a historical meaning. In this dissertation I intend on looking at murals and two social studies textbooks to focus types of media; then construct an argument about how these media impact social studies curricula in the communities in which they are located taking into consideration race, social class, language, location, and culture. The intent is to critically analyze traditional curricula and curricula found in public pedagogy in communities located on the borderlands. I also asked local high school-aged students, teachers, artists, and activists from both sides of the border analyze the images through photo elicitation and traditional interviews. Students were interviewed with a focus on interpreted meanings of images presented. Teachers and artists were interviewed to discover their intended meanings as displayed through their production and circulation of intended meanings via lessons and the images they select or create. Activists were interviewed to discover local history, images, and history of the educational space where the artwork and schools are located. I used these data to create an argument as to how these forms of media impacts school curricula in the areas on both sides of the United States/Mexico border. The study was conducted in border cities El Paso, Texas and Juarez, Chihuahua. The ultimate goal was to look at how academics and curricula developers can use this information to decolonize curricula in the field of curricula studies. Moreover, this information can be used to create decolonized ideologies in curricula that can be used at the school sites to promote diversity and social justice for students in their schooling experience.
On a daily basis I am bombarded with images in every walk of life. I encounter images crossing my path constantly through media such as the internet, television, magazines, radio, social media, even in the grocery store line on screens intended to capture our attention. As I drive down the roadways, I am invaded by images that at times can be distracting with their dazzling displays, attempting to get our attention and get us to consume their product or service or understand a historical meaning. In this dissertation I intend on looking at murals and two social studies textbooks to focus types of media; then construct an argument about how these media impact social studies curricula in the communities in which they are located taking into consideration race, social class, language, location, and culture. The intent is to critically analyze traditional curricula and curricula found in public pedagogy in communities located on the borderlands. I also asked local high school-aged students, teachers, artists, and activists from both sides of the border analyze the images through photo elicitation and traditional interviews. Students were interviewed with a focus on interpreted meanings of images presented. Teachers and artists were interviewed to discover their intended meanings as displayed through their production and circulation of intended meanings via lessons and the images they select or create. Activists were interviewed to discover local history, images, and history of the educational space where the artwork and schools are located. I used these data to create an argument as to how these forms of media impacts school curricula in the areas on both sides of the United States/Mexico border. The study was conducted in border cities El Paso, Texas and Juarez, Chihuahua. The ultimate goal was to look at how academics and curricula developers can use this information to decolonize curricula in the field of curricula studies. Moreover, this information can be used to create decolonized ideologies in curricula that can be used at the school sites to promote diversity and social justice for students in their schooling experience.
ContributorsGonzales, Darlene M (Author) / Margolis, Eric (Thesis advisor) / Ovando, Carlos (Committee member) / Malewski, Erik (Committee member) / Arizona State University (Publisher)
Created2018
Description
This thesis project investigated the linguistic competence of four brothers in an attempt to evaluate the effects that assimilation in the United States has on language loss within second generation speakers. The project employed the use of a case study and autoethnography in order to take a closer look at the concepts of assimilation, acculturation, and language loss, as well to provide a real world example of their interrelatedness. The second generation, or the heritage speakers in the family, were the focus of the study in order to provide a closer look at how the heritage language was retained within said generation. The project found that although there has historically been a push to assimilate immigrants into the American society, my brothers and I are not being assimilated as much as we are being acculturated. The project also found that although we grew up speaking Spanish at home, education in the language was essential in developing fluency in the subcategories of reading and writing, which are often neglected in the household.
ContributorsDreher, Brian Francis (Author) / Ovando, Carlos (Thesis director) / Martin, Thomas (Committee member) / School of Molecular Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05