Date of Graduation
5-2013
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Curriculum and Instruction (PhD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Freddie Bowles
Committee Member
Michael Daugherty
Second Committee Member
Felicia Lincoln
Keywords
Education, Content analysis, Diversity, French as a foreign language, Illustrations, Textbooks
Abstract
Textbooks in all content areas have been criticized for the hidden curriculum that subtly teaches messages, which elevate some cultural groups while diminishing the efforts and contributions of other cultural groups. Research into the hidden curriculum and inclusion of diversity in French textbooks has been limited. The present study focused on the inclusion of diversity in terms of race/ethnicity, gender, socioeconomic status, disability, and body size present in the illustrations of the three newest French One textbooks. Results indicate that diversity has increased but the diversity within the illustrations does not always mirror the actual demographics of the United States public school classrooms.
Citation
Adamson, S. R. (2013). Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/680
Included in
Bilingual, Multilingual, and Multicultural Education Commons, French Linguistics Commons, Secondary Education and Teaching Commons