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dc.contributor.advisorShort, Kathy G.
dc.contributor.authorKim, Hee Young
dc.creatorKim, Hee Young
dc.date.accessioned2020-11-26T02:20:06Z
dc.date.available2020-11-26T02:20:06Z
dc.date.issued2020
dc.identifier.citationKim, Hee Young. (2020). A Deleuzian Approach to Critical Literacy through Global Children’s Literature (Doctoral dissertation, University of Arizona, Tucson, USA).
dc.identifier.urihttp://hdl.handle.net/10150/648624
dc.description.abstractThis dissertation joins in a discussion of promoting critical literacy through children’s literature. Founded on Deleuze and Guattari’s theories, it examines preservice teachers’ responses to global children’s literature. The purpose of this study is to explore the ways of adapting Deleuzian theories into critical reading and literacy and how global children’s literature creates the space for critical literacy. For this study, I designed reading and response strategies that reflect Deleuze and Guattari’s theories, through which preservice teachers responded to global children’s literature. This dissertation answers questions of how preservice teachers responded to sociopolitical context, language use, and collectivity, which are three characteristics of Deleuze’s conception of ‘Minor’ literature and are present in global children’s literature and how they engaged with nonrepresentational visual responses as a Deleuzian literacy engagement. For three semesters, a combined total of sixty-three preservice teachers participated who were enrolled in a children’ss literature course in an undergraduate teacher education program. Result of this study showed that reading global children’s books through a Deleuzian lens created shifts in preservice teachers’ stabilized notions of politics and language. Global children’s literature includes political contexts that are different from preservice teachers’ lived experiences. Global children’s literature also present other languages than English and different language uses from normalized English. Focusing discussions on the differences in politics and language reveals how preservice teachers’ perspectives are stabilized and normalized in the territorialized power structure. Preservice teachers also developed the notion of becoming. Deleuzian reading facilitated discussions about collective identity and how they become others. Nonrepresentational visual response provided new experience of creation. Analysis of preservice teachers’ engagement showed that collectivity and creation could be ways of implementing the notion of becoming as an effective practice for critical literacy. Through this study, I investigated Deleuzian theories and global children’s literature in pursuing critical literacy. This dissertation demonstrated a literacy practice in which preservice teachers read global books through Deleuzian lens. Developing literacy practices of creating difference and becoming could be useful additions to critical literacy. Global children’s literature would be an effective conduit to this new approach.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.subjectChildren's Literature
dc.subjectCritical Literacy
dc.subjectDeleuze
dc.subjectGlobal Literacy
dc.subjectReading
dc.subjectTeacher Education
dc.titleA Deleuzian Approach to Critical Literacy through Global Children’s Literature
dc.typetext
dc.typeElectronic Dissertation
thesis.degree.grantorUniversity of Arizona
thesis.degree.leveldoctoral
dc.contributor.committeememberYaden, David B.
dc.contributor.committeememberBrochin, Carol
thesis.degree.disciplineGraduate College
thesis.degree.disciplineLanguage, Reading & Culture
thesis.degree.namePh.D.
refterms.dateFOA2020-11-26T02:20:06Z


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