“Tensions from Analyzing Children’s Images of Racial Bus Segregation: Searching for Tools,”
Dr. Candace Kuby
University of Missouri, USA;
April 1, 2012, 7:00 p.m. EST/USA
Dr. Candace Kuby, PhD, is an assistant professor of early childhood education at the University of Missouri, Columbia. Generally, Candace’s scholarly interests focus on: early literacy, critical inquiry and multimodal literacies; interpersonal relationships and physical spaces in schools; and qualitative research methodologies such as narrative, feminist, critical and post-structural approaches to analysis.
Candace has researched how young children perform emotions as they sought to understand social injustices. In a recent study, Candace looked at the ways 5 and 6 year-old children processed an injustice on their playground in relation to Rosa Parks and bus segregation. Drawing upon the notion of crystallization, Candace combined autoethnography, practitioner research and a critical performative analysis of emotions to explore data. Currently, she is collaborating with a second grade teacher to look at the ways students (and teachers) use narratives (oral, written and artistic encounters) to inquire about the world around them. She is specifically interested in identities and agency around multimodal artifacts created by young children. Candace’s email: firstname.lastname@example.org
Seminar: Situated in data collected from a teacher/research study with 5 and 6 year-old children in a summer enrichment program in the South, Candace discusses the tensions of analyzing multimodal images. The focus of the webinar is not so much the empirical study of the images, but reflectively on the tensions of analysis. Candace found that a visual grammar design analysis (i.e. Kress & van Leeuwen) didn’t help her to understand the evoked emotions of the images about racial bus segregation nor it help her as a teacher understand the histories, ideologies and experiences that the children brought with them as they created the images.
The web seminar seeks to explore the following tensions and questions:
1. In what ways can we build upon a visual of grammar design analysis?
2. In what ways can we analyze illustrations for children’s understanding of social injustices?
3. How do we analyze images for evoked emotions (performance of emotions)?
4. How do we capture and understand the histories and experiences brought to the creation of images?
5. How do (can) you know what an image means? Should this be the goal of research?
Wohlwend, K., Vander Zanden, S., Husbye, N., & Kuby, C. (June, 2011). “Navigating Discourses in Place in the World of Webkinz.” Journal of Early Childhood Literacy.
Kuby, C. (May, 2011). “Kidwatching with a Critical Eye: The Power of Observation & Reflexive Practice.” Talking Points.
Kemp, A., Hansen, J., Muller, P., Kuby, C., Fender, R., Chien, R., Bai, S., & Rinkenberger, B., (November 29, 2007). Evaluation of Indiana Reading First: Year 4 Report. Center for Evaluation and Education Policy. Indiana University, Bloomington.
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