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Cultural Texts (cultural + text)

Distribution by Scientific Domains
Humanities and Social Sciences75%

Selected Abstracts

Big Media, Big Money: Cultural Texts and Political Economics

JOURNAL OF COMMUNICATION, Issue 4 2005
Eileen R. Meehan
No abstract is available for this article. [source]

Big Media, Big Money: Cultural Texts and Political Economics

THE JOURNAL OF POPULAR CULTURE, Issue 1 2004
Linda K. Fuller
No abstract is available for this article. [source]

TEXTUAL REPRESENTATION OF DIVERSITY IN COAMFTE ACCREDITED DOCTORAL PROGRAMS

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2006
John J. Lawless
The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed. [source]

"We Don't Want No Haole Buttholes in Our Stories": Local Girls Reading the Baby-Sitters Club Books in Hawai,i

CURRICULUM INQUIRY, Issue 4 2001
Donna J. Grace
This study investigates the place of popular cultural texts in the construction of the gendered and cultural subjectivities of seven eight-year-old girls growing up in Hawai,i. Within the context of weekly literature circles held over a period of four months, Grace and Lum sought to understand how these young "local" girls engaged with a book series privileging white, middle-class, mainland values, and how they located themselves within dominant ideologies related to race, culture, and gender. Using qualitative methods, the following questions were addressed: (1) In what ways did the girls identify with particular storylines, subject positions, and views of the world? (2) Were dominant messages accommodated, negotiated, or resisted? (3) What pleasures were produced and experienced in the reading? (4) How were meanings shaped and mediated by "local" culture and the reader's personal histories? The findings suggest that rather than being manipulated by the textual images of femininity, suburban living, and western notions of beauty, the girls had alternative social and cultural discourses with which to negotiate and resist them. These discourses related to notions of the family; gender relations; peer friendships and rivalry; perceptions of beauty; and cultural identity. The findings suggest the importance of local context in understanding textual readings and interpretations. [source]