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020 |a9789463001243|9978-94-6300-124-3
024 7 |a10.1007/978-94-6300-124-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aL1-991
072 7|aJN|2bicssc
072 7|aEDU000000|2bisacsh
072 7|aJN|2thema
082 04|a370|223
090 |aDK/13022
245 10|aChildren’s Images of Identity|h[electronic resource] :|bDrawing the Self and the Other /|cedited by Jill Brown, Nicola F. Johnson.
250 |a1st ed. 2015.
264 1|aRotterdam :|bSensePublishers :|bImprint: Springer,|c2015.
300 |aXII, 182 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aTransgressions, Cultural Studies and Education ,|x2214-9740 ;|v107
520 |a"The understandings which children have of Indigenous identity provide means by which to explore the ways in which Indigenous identity is both projected and constructed in society. These understandings play a powerful part in the ways in which Indigenous peoples are positioned in the mainstream society with which they are connected. The research presented in this edited collection uses children’s drawings to illuminate and explore the images children, both mainstream and Indigenous, have of Indigenous peoples. The data generated by this process allows exploration of the ways in which Indigenous identity is understood globally, through a series of locally focussed studies connected by theme and approach. The data serves to illuminate both the space made available by mainstream groups, and aspects of modernity accommodated within the Indigenous sense of self. Our aim within this project has been to analyse and discuss the ways in which children construct identity, both their own and thatof others. Children were asked to share their thoughts through drawings which were then used as the basis for conversation with the researchers. In this way the interaction between mainstream modernity and traditional Indigenous identity is made available for discussion and the connection between children’s lived experiences of identity and the wider global discussion is both immediately enacted and located within broader international understandings of Indigenous cultures and their place in the world.".
532 8 |aAccessibility summary: This PDF eBook is produced by a third-party. We have requested that the file be made accessible and compliant with the European Accessibility Act (EAA). However, we have not been able to fully verify its compliance with recognized accessibility standards (such as PDF/UA or WCAG). For detailed accessibility information, please refer to the original publisher’s website. If you require an accessible version of this content, please contact accessibilitysupport@springernature.com. We are committed to improving accessibility and will work with the publisher to meet your needs wherever possible.
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducation.
650 14|aEducation.
700 1 |aBrown, Jill.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aJohnson, Nicola F.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
830 0|aTransgressions, Cultural Studies and Education ,|x2214-9740 ;|v107
856 40|uhttps://doi.org/10.1007/978-94-6300-124-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)