DOCSLIB.ORG

Influence of a Professional Development Module Focused On

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Influence of a Professional Development Module Focused On INFLUENCE OF A PROFESSIONAL DEVELOPMENT MODULE FOCUSED ON THE RESEARCH-BASED EVIDENCE OF THE CULTURE AND GENDER BIAS FOUND IN DISNEY ANIMATED FAIRY TALES ON PREPRIMARY EARLY CHILDHOOD TEACHERS by Ruth A. Doran A Dissertation Submitted to the Faculty of The College of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Florida Atlantic University Boca Raton, Florida April 2009 i ACKNOWLEDGEMENTS The author wishes to express her sincere thanks for the support, attention, guidance, and assistance given by the distinguished members of her committee, Dr. Nancy Brown, Dr. Michael Budd, Dr. Patricia Maslin-Ostrowski, and most of all, to her Chair, Dr. Gail Burnaford, to whom she will always be indebted. ii ABSTRACT Author: Ruth A. Doran Title: Influence of a Professional Development Module Focused on the Research-Based Evidence of Culture and Gender Bias Found in Disney Animated Fairy Tale Media on Preprimary Early Childhood Teachers Institution: Florida Atlantic University Dissertation Advisor: Dr. Gail E. Burnaford Degree: Doctor of Education Year: 2009 Disney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their preprimary early childhood classrooms. The study sought to investigate the influence of a professional development module focused on the gender and cultural bias found in Disney animated fairy tale iii media on preprimary early childhood teachers. How would they respond to this professional development module? Would it change their intentions to use Disney animated fairy tale media with preprimary early childhood children? Would the participation in this preprimary early childhood professional development module actually change their practice? Using both quantitative and qualitative inquiries, participating preprimary early education teachers reported mixed findings. While some preprimary early childhood teachers were clearly influenced by their discovery of the existence of bias in this media, others revealed a cognitive dissonance from a strong personal and emotional attachment to Disney animated fairy tale media products juxtaposed against the evidence of cultural and gender bias found in the media. Implications and suggestions for future research included the expansion of professional development modules and higher education/teacher education to include the study and consideration of the content of children‟s media. Policymakers and advocates need to address concerns of bias found in children‟s media with respect to gender and cultural bias development during the preoperative developmental stage of preprimary children. Further, interdisciplinary discussion needs to address the concern of the influence of media on the holistic development of young children. iv DEDICATION This manuscript is dedicated to my mother and late father, in fulfillment of a dream to honor them. I also dedicate this work to my niece Ashley, in the spirit to keep that dream alive. v INFLUENCE OF A PROFESSIONAL DEVELOPMENT MODULE FOCUSED ON THE RESEARCH-BASED EVIDENCE OF THE CULTURE AND GENDER BIAS FOUND IN DISNEY ANIMATED FAIRY TALES ON PREPRIMARY EARLY CHILDHOOD TEACHERS List of Tables………………………………………… ..................................................... x Introduction ........................................................................................................................ 1 Statement of the Problem…….. .................................................................................... 4 Research Questions……. .............................................................................................. 4 Significance of the Study ............................................................................................. 5 Purpose of the Study ..................................................................................................... 8 Limitations and Delimitations....................................................................................... 9 Definition of Terms..................................................................................................... 12 Organization of the Study ........................................................................................... 15 Review of the Literature. ................................................................................................. 16 Professional Development in Florida.......................................................................... 16 Child Development ..................................................................................................... 18 Identity Formation ..................................................................................................... 22 Fairy Tales in the Curriculum. .................................................................................... 23 Media Literacy ............................................................................................................ 28 vi United Nations Convention on the Rights of the Child .............................................. 31 Anti-Bias Curriculum Standards ................................................................................. 32 On the Nature of Fairy Tales ...................................................................................... 37 On the Nature of Disney Animated Fairy Tale Media. ............................................... 39 On the Nature of Animation. ...................................................................................... 41 Professional Development ........................................................................................... 47 Methods............................................................................................................................ 51 Research Design.......................................................................................................... 51 Research Sites ............................................................................................................. 52 Research Questions ..................................................................................................... 53 Participants .................................................................................................................. 53 Study Procedure. ......................................................................................................... 57 Instrumentation and Data Collection Procedure. ........................................................ 60 Data Analysis .............................................................................................................. 65 Results .............................................................................................................................. 66 Introduction ............................................................................................................. 66 Findings As Related to Research Questions ........................................................... 75 Survey Analyses...................................................................................................... 82 Discussion ........................................................................................................................ 91 Summary of the Study ............................................................................................ 92 Discussion ............................................................................................................... 92 Research Question #1 ............................................................................................. 94 vii Research Question #2.. ........................................................................................... 99 Research Question #3. .......................................................................................... 101 Implications........................................................................................................... 103 Recommendations for Future Research ................................................................ 105 Appendixes. ................................................................................................................... 109 References. ..................................................................................................................... 155 viii LIST OF TABLES Table 1. A Florida County‟s Demographics: Population Totals and Ethnicity Breakdown ..................................................................................................... 10 Table 2. A Florida County‟s Demographics: Adult Gender and Age Distribution ..... 11 Table 3. A Florida County‟s Demographics: Number of Preprimary Children in Total Population ............................................................................................. 11 Table 4. A Southeast Florida County‟s Child Care Centers by Type .......................... 55 Table 5. Summary of Questions Asked of Preprimary Early Childhood Teachers During Focus Group Interviews..................................................................... 64 Table 6. Participant Demographics: Percent Represented by
Load more

Recommended publications
  • Buddhism and Responses to Disability, Mental Disorders and Deafness in Asia
    Buddhism and Responses to Disability, Mental Disorders and Deafness in Asia. A bibliography of historical and modern texts with introduction and partial annotation, and some echoes in Western countries. [This annotated bibliography of 220 items suggests the range and major themes of how Buddhism and people influenced by Buddhism have responded to disability in Asia through two millennia, with cultural background. Titles of the materials may be skimmed through in an hour, or the titles and annotations read in a day. The works listed might take half a year to find and read.] M. Miles (compiler and annotator) West Midlands, UK. November 2013 Available at: http://www.independentliving.org/miles2014a and http://cirrie.buffalo.edu/bibliography/buddhism/index.php Some terms used in this bibliography Buddhist terms and people. Buddhism, Bouddhisme, Buddhismus, suffering, compassion, caring response, loving kindness, dharma, dukkha, evil, heaven, hell, ignorance, impermanence, kamma, karma, karuna, metta, noble truths, eightfold path, rebirth, reincarnation, soul, spirit, spirituality, transcendent, self, attachment, clinging, delusion, grasping, buddha, bodhisatta, nirvana; bhikkhu, bhikksu, bhikkhuni, samgha, sangha, monastery, refuge, sutra, sutta, bonze, friar, biwa hoshi, priest, monk, nun, alms, begging; healing, therapy, mindfulness, meditation, Gautama, Gotama, Maitreya, Shakyamuni, Siddhartha, Tathagata, Amida, Amita, Amitabha, Atisha, Avalokiteshvara, Guanyin, Kannon, Kuan-yin, Kukai, Samantabhadra, Santideva, Asoka, Bhaddiya, Khujjuttara,
    [Show full text]
  • Allen Rostron, the Law and Order Theme in Political and Popular Culture
    OCULREV Fall 2012 Rostron 323-395 (Do Not Delete) 12/17/2012 10:59 AM OKLAHOMA CITY UNIVERSITY LAW REVIEW VOLUME 37 FALL 2012 NUMBER 3 ARTICLES THE LAW AND ORDER THEME IN POLITICAL AND POPULAR CULTURE Allen Rostron I. INTRODUCTION “Law and order” became a potent theme in American politics in the 1960s. With that simple phrase, politicians evoked a litany of troubles plaguing the country, from street crime to racial unrest, urban riots, and unruly student protests. Calling for law and order became a shorthand way of expressing contempt for everything that was wrong with the modern permissive society and calling for a return to the discipline and values of the past. The law and order rallying cry also signified intense opposition to the Supreme Court’s expansion of the constitutional rights of accused criminals. In the eyes of law and order conservatives, judges needed to stop coddling criminals and letting them go free on legal technicalities. In 1968, Richard Nixon made himself the law and order candidate and won the White House, and his administration continued to trumpet the law and order theme and blame weak-kneed liberals, The William R. Jacques Constitutional Law Scholar and Professor of Law, University of Missouri–Kansas City School of Law. B.A. 1991, University of Virginia; J.D. 1994, Yale Law School. The UMKC Law Foundation generously supported the research and writing of this Article. 323 OCULREV Fall 2012 Rostron 323-395 (Do Not Delete) 12/17/2012 10:59 AM 324 Oklahoma City University Law Review [Vol. 37 particularly judges, for society’s ills.
    [Show full text]
  • What's Wrong with the World, Chesterton Offers His Charac- Teristically Incisive, Witty Analysis of the Social and Moral Is- Sues of His Time
    What©s Wrong With the World Author(s): Chesterton, Gilbert K (1874-1936) Publisher: Christian Classics Ethereal Library, Grand Rapids, MI Description: G.K. Chesterton, along with C.S. Lewis, ranks among the most influential Christian intellectuals of the 20th century. In What's Wrong with the World, Chesterton offers his charac- teristically incisive, witty analysis of the social and moral is- sues of his time. As he saw it, ChristianityÐif it was indeed the TruthÐcould and should engage every aspect of culture. ªThe Christian ideal has not been tried and found wanting,º he famously wrote. ªIt has been found difficult; and left un- tried.º Many find Chesterton's analysis just as insightful as it was nearly a century ago. Others, however, find Chester- ton's commentary on gender roles and feminism especially to be quite dated, despite a few interesting points. Kathleen O'Bannon CCEL Staff i Contents What's Wrong With the World 1 Dedication 2 PART ONE: THE HOMELESSNESS OF MAN 3 I. The Medical Mistake 4 II. Wanted: An Unpractical Man 6 III. The New Hypocrite 9 IV. The Fear of the Past 13 V. The Unfinished Temple 18 VI. The Enemies of Property 21 VII. The Free Family 23 XIII. The Wildness of Domesticity 26 IX. History of Hudge and Gudge 29 X. Oppression by Optimism 32 XI. The Homelessness of Jones 34 PART TWO: IMPERIALISM, OR THE MISTAKE ABOUT MAN 37 I. The Charm of Jingoism 38 II. Wisdom and the Weather 40 III. The Common Vision 44 IV. The Insane Necessity 46 PART THREE: FEMINISM, OR THE MISTAKE ABOUT WOMAN 50 I.
    [Show full text]
  • The Pacifist-Feminist: War and Gender in Woolf’S Novels And
    THE PACIFIST-FEMINIST: WAR AND GENDER IN WOOLF’S NOVELS AND ESSAYS AN HONORS THESIS SUBMITTED ON THE TWENTY-SECOND DAY OF APRIL, 2020 TO THE DEPARTMENT OF ENGLISH IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE HONORS PROGRAM OF NEWCOMB-TULANE COLLEGE TULANE UNIVERSITY FOR THE DEGREE OF BACHELOR OF ARTS WITH HONORS IN ENGLISH BY _____________________ Allison Babula APPROVED: ______________________ Dr. Molly Abel Travis Director of Thesis _______________________ Dr. Adam McKeown Second Reader _______________________ Dr. Brittany Kennedy Third Reader Allison Babula. The Pacifist-Feminist: War and Gender in Woolf’s Novels and Essays. (Professor Molly Abel Travis, English) This thesis aims to examine the impacts war and political tensions across 20th century Europe had on Woolf’s life and writings. Specifically, this thesis considers World War I, the Spanish Civil War, and the rise of World War II, alongside ideas of nationalism, fascism, and Nazism. Woolf’s writings reveal notions of war and nation to be an issue relating to masculinity. Woolf believed the catastrophes of the First World War destroyed the illusions of traditional Western society, releasing women from their role as “looking-glasses… reflecting the figure of man at twice its natural size” (A Room of One’s Own 30). As the Great War led Englishmen and women to believe their great civilization was on the verge of ruins, artists such as Woolf portrayed the flaws of their gender-rigid society that ultimately threw citizens into a horrific war. Thus, Woolf advocates for positive change in the form of peace and equality through the introduction of feminine voices and perspectives.
    [Show full text]
  • Lucy Kroll Papers [Finding Aid]. Library of Congress
    Lucy Kroll Papers A Finding Aid to the Collection in the Library of Congress Manuscript Division, Library of Congress Washington, D.C. 2002 Revised 2010 April Contact information: http://hdl.loc.gov/loc.mss/mss.contact Additional search options available at: http://hdl.loc.gov/loc.mss/eadmss.ms006016 LC Online Catalog record: http://lccn.loc.gov/mm82078576 Prepared by Donna Ellis with the assistance of Loren Bledsoe, Joseph K. Brooks, Joanna C. Dubus, Melinda K. Friend, Alys Glaze, Harry G. Heiss, Laura J. Kells, Sherralyn McCoy, Brian McGuire, John R. Monagle, Daniel Oleksiw, Kathryn M. Sukites, Lena H. Wiley, and Chanté R. Wilson Collection Summary Title: Lucy Kroll Papers Span Dates: 1908-1998 Bulk Dates: (bulk 1950-1990) ID No.: MSS78576 Creator: Kroll, Lucy Extent: 308,350 items ; 881 containers plus 15 oversize ; 356 linear feet Language: Collection material in English Location: Manuscript Division, Library of Congress, Washington, D.C. Summary: Literary and talent agent. Contracts, correspondence, financial records, notes, photographs, printed matter, and scripts relating to the Lucy Kroll Agency which managed the careers of numerous clients in the literary and entertainment fields. Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Braithwaite, E. R. (Edward Ricardo) Davis, Ossie. Dee, Ruby. Donehue, Vincent J., -1966. Fields, Dorothy, 1905-1974. Foote, Horton. Gish, Lillian, 1893-1993. Glass, Joanna M. Graham, Martha. Hagen, Uta, 1919-2004.
    [Show full text]
  • One Sentence Npcs
    ChattyDM.net and RoleplayingTips.com Present One Sentence NPCs Thank you for downloading the One Sentence NPCs PDF, which contains various entries from a con- test held by ChattyDM.net and RoleplayingTips.com. All errors and omissions are the fault of the cre- ator of this doc - Johnn Four - please ping him with any corrections. [email protected] Our hope is you use this PDF to inspire your planning and to help out at the game table. Pick NPCs that appeal to you, or select them at random, and flesh these one sentence concepts out to suit your game mastering needs. Want help selecting a few random NPCs? Try the online random generator. Cheers, Johnn Four and Chatty DM September 2008 Thanks to the following sponsors who supplied prizes for the One Sentence NPC contest: Errors, omissions, or feedback? Please e-mail [email protected] 1. A hard faced guard loves sewing in his time off, but is embarrassed by his beautiful works and so claims his none-existent wife is responsible. 2. A butcher has aspirations of one day singing at the great opera house, if only his shrew of a wife would let him practice. 3. A broken, weak little man, Martin the wheelwright fights on because he BELIEVES. 4. Two words: barbarian technomancer. 5. Cursed with two different personalities, he is a jester who sometimes believes he is a paladin, but he has been blessed with epic agility and speed. 6. A lone detective appears to town folk as a dark stranger with purpose unknown, and is frequently seen in areas where a murder has just been committed.
    [Show full text]
  • Myers, Allison.Pdf
    FROM ALEICHEM TO ALLEN: THE JEWISH COMEDIAN IN POPULAR CULTURE by Allison Myers A thesis submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Bachelor of Arts in English with Distinction. Spring 2010 Copyright 2010 Allison Myers All Rights Reserved FROM ALEICHEM TO ALLEN: THE JEWISH COMEDIAN IN POPULAR CULTURE by Allison Myers Approved: ______________________________________________________________________________________ Elaine Safer, Ph.D. Professor in charge of thesis on behalf of the Advisory Committee Approved: ______________________________________________________________________________________ Ben Yagoda, M.A. Committee member from the Department of English Approved: ______________________________________________________________________________________ John Montaño, Ph.D. Committee member from the Board of Senior Thesis Readers Approved: ______________________________________________________________________________________ Ismat Shah, Ph.D. Chair of the University Committee on Student and Faculty Honors ACKNOWLEDGMENTS I would like to express utmost gratitude to my thesis advisor, Elaine Safer, for all the guidance she has given and for all the jokes she has told me over the course of writing my thesis. I also extend my thanks to Ben Yagoda and John Montaño, my thesis committee, for guiding me in this process. It is because of University of Delaware’s incredible Undergraduate Research Program that I was able to pursue my interests and turn it into a body of work, so I owe the department, and specifically Meg Meiman, many thanks. Finally, I am grateful for every fellow researcher, family member and friend who has lent me a book, suggested a comedian, or just listened to me ramble on about the value of studying Jewish humor. iii TABLE OF CONTENTS Abstract .................................................................................................................................................................
    [Show full text]
  • Movies and Mental Illness Using Films to Understand Psychopathology 3Rd Revised and Expanded Edition 2010, Xii + 340 Pages ISBN: 978-0-88937-371-6, US $49.00
    New Resources for Clinicians Visit www.hogrefe.com for • Free sample chapters • Full tables of contents • Secure online ordering • Examination copies for teachers • Many other titles available Danny Wedding, Mary Ann Boyd, Ryan M. Niemiec NEW EDITION! Movies and Mental Illness Using Films to Understand Psychopathology 3rd revised and expanded edition 2010, xii + 340 pages ISBN: 978-0-88937-371-6, US $49.00 The popular and critically acclaimed teaching tool - movies as an aid to learning about mental illness - has just got even better! Now with even more practical features and expanded contents: full film index, “Authors’ Picks”, sample syllabus, more international films. Films are a powerful medium for teaching students of psychology, social work, medicine, nursing, counseling, and even literature or media studies about mental illness and psychopathology. Movies and Mental Illness, now available in an updated edition, has established a great reputation as an enjoyable and highly memorable supplementary teaching tool for abnormal psychology classes. Written by experienced clinicians and teachers, who are themselves movie aficionados, this book is superb not just for psychology or media studies classes, but also for anyone interested in the portrayal of mental health issues in movies. The core clinical chapters each use a fabricated case history and Mini-Mental State Examination along with synopses and scenes from one or two specific, often well-known “A classic resource and an authoritative guide… Like the very movies it films to explain, teach, and encourage discussion recommends, [this book] is a powerful medium for teaching students, about the most important disorders encountered in engaging patients, and educating the public.
    [Show full text]
  • Beyond the Box Office: an Analysis of Violent And
    The SMART Journal SPORT MANAGEMENT AND RELATED TOPICS BEYOND THE BOX OFFICE: AN ANALYSIS OF VIOLENT AND DEVIANT BEHAVIOR IN POPULAR SPORT FILMS JEFFREY J. FOUNTAIN, PHD, NOVA SOUTHEASTERN UNIVERSITY LAURA L. FINLEY, PHD, BARRY UNIVERSITY PETER S. FINLEY, PHD, NOVA SOUTHEASTERN UNIVERSITY INTRODUCTION Research has shown that sport films depict a great deal of deviance and violence (Charlesworth & Glance, 2005; Finley & Finley, 2005; Jhully, 1999; Manganello, 2008). These depictions ranged from underage drinking to illicit drug use to sexual assault (Finley & Finley, 2005; Jhully, 1999). Yet only recently have sport films become a topic of academic attention (Baker, 2003; Jones, 2008; Kusz, 2008; Poulton & Roderick, 2008; Rowe, 1998; and Rowe, 2008). Drawing on the literature regarding media affects and violence in films, it can be argued that sport films depicting deviance and violence are likely to impact viewers in a number of ways, regardless of whether those individuals are sports fans (Finley & Finley, 2005; McDonald, 2007; Pearson, Curtis, Haney, & Zhang, 2003; Schehr, 2000; and, Wenner, 1989). A prime example of the impact sport films can have on some viewers occurred in 1993 when the movie The Program was released in theaters. The film featured a scene showing a heavily intoxicated star quarterback proving his “nerves of steel” by lying in the middle of a road at night while traffic went past (Hinds, 1993). This deviant behavior was copied by many teenagers shortly after the release of the film. One Polk, Pennsylvania teenager was killed instantly when a pickup truck ran over him as he lay in the street (Hinds, 1993).
    [Show full text]
  • <[email protected]> WHAT's
    file:///C|/Documents%20and%20Settings/User/Desktop/What%20is%20wrong%20with%20the%20world.txt (Scanned by Georges Allaire <[email protected]>) Error messages go to Martin Ward <[email protected]> WHAT'S WRONG WITH THE WORLD by G.K. Chesterton CONTENTS PART ONE: THE HOMELESSNESS OF MAN I The Medical Mistake II Wanted: An Unpractical Man III The New Hypocrite IV The Fear of the Past V The Unfinished Temple VI The Enemies of Property VII The Free Family XIII The Wildness of Domesticity IX History of Hudge and Gudge X Oppression by Optimism XI The Homelessness of Jones PART TWO: IMPERIALISM, OR THE MISTAKE ABOUT MAN I The Charm of Jingoism II Wisdom and the Weather III The Common Vision IV The Insane Necessity PART THREE: FEMINISM, OR THE MISTAKE ABOUT WOMAN file:///C|/Documents%20and%20Settings/User/Desktop/What%20is%20wrong%20with%20the%20world.txt (1 of 140)5/6/2010 4:59:11 PM file:///C|/Documents%20and%20Settings/User/Desktop/What%20is%20wrong%20with%20the%20world.txt I The Unmilitary Suffragette II The Universal Stick III The Emancipation of Domesticity IV The Romance of Thrift V The Coldness of Chloe VI The Pedant and the Savage VII The Modern Surrender of Woman VIII The Brand of the Fleur-de-Lis IX Sincerity and the Gallows X The Higher Anarchy XI The Queen and the Suffragettes XII The Modern Slave PART FOUR: EDUCATION, OR THE MISTAKE ABOUT THE CHILD I The Calvinism of To-day II The Tribal Terror III The Tricks of Environment IV The Truth About Education V An Evil Cry VI Authority the Unavoidable VII The Humility of Mrs.
    [Show full text]
  • An Evening of Classical Music.Pdf
    An Evening of Classical Music, A packet written by a guy who loves football TTGT11 v.4.11: None More Black Written by Matt Larson of the University ofIowa ( ~ Ubject: Classical Music , TOSS-UPS 1. Unpublished during the composer's lifetime, it is believed the first, third, and sixth were composed while the composer was a chamber musician in Weimar. Assembled as a set in 1721, the royalty for which the pieces were intended lacked the resources to produce them, and so, FTP, what set of concertos by J.S. Bach were never performed for the Margrave of the titular city? Answer: Brandenberg Concertos 2. Promenade, Gnome, Promenade, The Old Castle, Promenade, Tuileries, Polish Ox-Cart, Promenade, The Ballet of Unhatched Chicks, Samuel Goldenberg and Schmuyle, Marketplace at Limoges, Catacombs: Roman Burial Place, With the Dead in a Dead Language, The Hut on Chicken Feet: Baba Yaga and The Great Gate A Kiev make up, FTP, what piano piece by Modest Mussorgsky (later orchestrated by Maurice Ravel) memorializing the life and work of the artist Victor Hartmann? Answer: Pictures at an Exhibition 3. He was an early product of the Curtis Institute of Music in Philadelphia, a school at which he later taught. Following his study there, his compositions included an overture called The School for Scandal, two Essays for Orchestra, and Medea's Meditation and Dance of Vengeance, taken from a Martha Graham ballet. He won his second Pulitzer in 1962 for his Piano Concerto. FTP, identify this American, best known for the 1957 opera Vanessa. Answer: Samuel Barber 4.
    [Show full text]
  • The Art of Being Human First Edition
    The Art of Being Human First Edition Michael Wesch Michael Wesch Copyright © 2018 Michael Wesch Cover Design by Ashley Flowers All rights reserved. ISBN: 1724963678 ISBN-13: 978-1724963673 ii The Art of Being Human TO BABY GEORGE For reminding me that falling and failing is fun and fascinating. iii Michael Wesch iv The Art of Being Human FIRST EDITION The following chapters were written to accompany the free and open Introduction to Cultural Anthropology course available at ANTH101.com. This book is designed as a loose framework for more and better chapters in future editions. If you would like to share some work that you think would be appropriate for the book, please contact the author at [email protected]. v Michael Wesch vi The Art of Being Human Praise from students: "Coming into this class I was not all that thrilled. Leaving this class, I almost cried because I would miss it so much. Never in my life have I taken a class that helps you grow as much as I did in this class." "I learned more about everything and myself than in all my other courses combined." "I was concerned this class would be off-putting but I needed the hours. It changed my views drastically and made me think from a different point of view." "It really had opened my eyes in seeing the world and the people around me differently." "I enjoyed participating in all 10 challenges; they were true challenges for me and I am so thankful to have gone out of my comfort zone, tried something new, and found others in this world." "This class really pushed me outside my comfort
    [Show full text]