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Creating new social identities in children through critical multicultural media: The case of Little Bill
Author(s) -
Hurtado Aída,
Silva Janelle M.
Publication year - 2008
Publication title -
new directions for child and adolescent development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.628
H-Index - 59
eISSN - 1534-8687
pISSN - 1520-3247
DOI - 10.1002/cd.213
Subject(s) - multiculturalism , ethnic group , inclusion (mineral) , multicultural education , curriculum , sociology , gender studies , perspective (graphical) , human sexuality , identity (music) , race (biology) , psychology , pedagogy , anthropology , physics , artificial intelligence , computer science , acoustics
Multicultural education emerged from the political struggles of the 1960s and 1970s and advocated the inclusion of women and ethnic and racial groups in school curricula and children's media. Recently multiculturalism has evolved to include a critical perspective by focusing on stigmatized social identities such as race, class, sexuality, ethnicity, and disability. Little Bill , a children's animated television series, is an example of applied critical multiculturalism. In this chapter, we present a case study of one episode, “A Ramp for Monty,” to illustrate the merits of this approach, which may increase the number of social identities children relate to and increase the degree of understanding they may bring to the differences inherent in social identities. © Wiley Periodicals, Inc.