Literaturnachweis - Detailanzeige
| Autor/in | Nicolazzo, Z. |
|---|---|
| Titel | Celluloid Marginalization: Pedagogical Strategies for Increasing Students' Critical Thought through the Multiple (Re)Readings of Trans* Subjectivities in Film |
| Quelle | In: Journal of LGBT Youth, 11 (2014) 1, S.20-39 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1936-1653 |
| DOI | 10.1080/19361653.2014.840762 |
| Schlagwörter | Social Attitudes; Sexual Identity; Gender Issues; Films; Critical Thinking; Teaching Methods; Social Justice; Social Bias; Thinking Skills; Consciousness Raising; Mass Media Effects; College Students; Discourse Analysis |
| Abstract | Critically analyzing films allows for the interrogation of how such binaries as normal/abnormal, good/bad, and moral/immoral are culturally (re)inscribed, who sets the boundaries of what is deemed socially legible, and who gets to decide where these boundaries are set. This article utilizes critical discourse analysis to explore the transgender look as it relates to films with negative, conflicted, and positive readings of trans* characters. The study concludes by considering opportunities for increasing student critical analysis and thought in curricular settings and how, through critical pedagogical practices, educators can use critical pedagogy to promote equity for all marginalized populations. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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