Framing America: Graduate students reading power, identity and American education through Hollywood movies
Lalonde, Catherine Lara
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This research involves two groups of graduate students in education programs (Classroom Context (CC) and Social Context (SC)), how they understand four Hollywood movies about education, and how they describe their identities as students and/or teachers. Through the methods of focus grouping, electronic mail dialogues, textual analyses of the movies, and "informal conversations," I found that while the four CC participants understood the movies and their identities in terms of power through personal educational experiences, the six SC participants analyzed through the lens of social issues. These findings point to the need for critical media literacy among all educators. Further, when said literacy is combined with social theory, spaces for understanding identity formation and American education are created and could be used as a pedagogical intervention in education classrooms.