黑人音乐就是美国音乐：通过批判性种族媒体素养在大学里学习黑人历史中代表性不足的方面

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2020-08-31 DOI:10.18251/ijme.v22i2.2451

Tiffany Mitchell Patterson, Christine McWhorter

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引用次数: 3

摘要

《纽约时报》“1619项目”有关美国流行文化的材料在一所历史上是黑人的大学和学院(HBCU)以及白人占主导地位的学院(PWI)向大学生们展示。在批判性种族媒体素养的指导下，我们采用定量和定性分析来探讨黑人历史媒体的知识基础和情感反应。研究结果表明，HBCU和PWI学生的先验知识水平相似。HBCU和PWI学生对材料的情绪反应完全不同。总体而言，研究结束后，HBCU和PWI学生对这一主题的了解都有所增加，因为这一内容在教育和流行文化中代表性不足。

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Black Music is American Music: Learning Underrepresented Aspects of Black History in College through Critical Race Media Literacy

The New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior knowledge. HBCU and PWI students experienced disparate emotional responses to the material. Overall, both HBCU and PWI students’ knowledge increased on this topic following the study as the content is underrepresented in education and popular culture.

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来源期刊

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).