000			01948nam a2200181za 4500
003			BCACCS
005			20161204102408.0
008			050818s2013 onc sm eng d
100	1		_aDunn, Patricia _93605
245	1	0	_aCritical visual literacy _bexploring representations of Aboriginal peoples in children's literature _cby Patricia Dunn _h[electronic resource] :
260			_aWindsor, Ont. : _bUniversity of Windsor _c2013
300			_a1 online resource (xi, 132 p.) : _bdigital file
502			_aThesis (M.Ed.) - University of Windsor, 2013.
520	3		_aThe purpose of this study is to explore how Aboriginal peoples and knowledges have been and continue to be portrayed through visual texts in children's picture books. This study examines children's books that were published from 1960 through to 2010. This exploration is important as students and educators interact with these texts in their daily lives both inside and outside of school. Drawing from a critical literacy framework, a critical text analysis is used to gain insight into representations of Aboriginal and First Nations people in children's books. While critical literacy practice is a key component in education today, there appears to be a lack of critical inquiry and discussion concerning visual texts found in children's texts. A critical inquiry into representations of Aboriginal peoples in children's books is essential, especially in a time when a significant number of Aboriginal students still struggle with academic achievement and finding cultural relevance in the education system. Ultimately, the study may help address these issues by beginning the process whereby students will be able to develop critical visual literacy dispositions in order to address issues of equity.
650		0	_aChildren's literature _xHistory and criticism _93243
856	4	1	_uhttp://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=5955&context=etd _zFull text
942			_2z _cTHESES
999			_c1731 _d1731