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- All Subjects: Digital Game
- Creators: Tobin, Joseph
Description
Multivariate forms of social oppression, such as racism, linguicism, and heterosexism, are manifested in schools that, as part of our communities, reflect the societal stratification and structural inequalities of a larger society. Teacher educators engaged in multicultural education are responsible for providing pre-service teachers with opportunities to critically examine the intricacies of cultural diversity in U.S. classrooms, developing critical multicultural dispositions. What are effective pedagogical strategies that encourage pre-service teachers to develop such critical multicultural practices? The researcher has found that participatory theatre, including Boalian theatre games, Forum Theatre, Image Theatre, and ethnodrama, can be a transformative, emancipatory pedagogical tool to engage students in critical and creative exploration of cultural diversity. The primary objective of this study is to illustrate how pre-service teachers develop critical consciousness through attending the researcher's multicultural teacher education classroom, which was designed at the nexus of Freirean and Boalian critical (performance) pedagogy, followed by analyzing his teaching practice, which focuses mainly on participatory theatre exercises. This doctoral dissertation is an ethnographic documentary of the researcher's striving to challenge the hegemonic status quo in teacher education by liberating himself from the anti-dialogical banking educator, and encouraging his students to liberate themselves as passive consumers of education. Such reflection may provide teacher educators with examples of counter-hegemonic (artistic) practice for social change relating to their own work.
ContributorsMitsumura, Masakazu (Author) / Tobin, Joseph (Thesis advisor) / Saldana, Johnny (Committee member) / Sterling, Pamela (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation examines how young children engage with digital games at home and how parents think and talk about their children's digital gaming. This is an ethnographic case study of the digital game playing of six three-year-old children in six families. This study combines ethnographic methods and critical perspectives to construct analyses that have the potential to rethink young children's digital game play. The focus of this study is on understanding how digital gaming functions in children's everyday lives. This study shows that young children's digital game play takes place in the interstices of their everyday family life. Digital games do not entirely change or displace other practices in early childhood, but they are integrated into existing young children's everyday practices in their family life. Digital games as a source of young children's imagination enrich young children's play rather than substitute for young children's spontaneous non-digital play. Young children and their parents tactically use young children's mobile game play to cope with their modern life. Negotiating over game selections, time, and space between young children and their parents is an everyday practice of families and digital games are a site not only for family power struggles but also of shared activity. Digital games reflect the dominant culture in which they are produced. However, this study shows that young children do not passively receive the messages in the games but rather make sense of the game contents according to their everyday local experiences. Digital games are now a part of everyday practices for both adults and young children, and young children's digital game play reflects contemporary society.
ContributorsHuh, Youn Jung (Author) / Tobin, Joseph (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Arzubiaga, Angela (Committee member) / Lee, Kyunghwa (Committee member) / Arizona State University (Publisher)
Created2015