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MEDIA and LITERARY REPRESENTATIONS of LATINOS in BASEBALL and BASEBALL FICTION by MIHIR D. PAREKH Presented to the Faculty of T
MEDIA AND LITERARY REPRESENTATIONS OF LATINOS IN BASEBALL AND BASEBALL FICTION by MIHIR D. PAREKH Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN ENGLISH THE UNIVERSITY OF TEXAS AT ARLINGTON May 2015 Copyright © by Mihir Parekh 2015 All Rights Reserved ii Acknowledgements I would like to express my thanks to my supervisor, Dr. William Arcé, whose knowledge and expertise in Latino studies were vital to this project. I would also like to thank the other members of my committee, Dr. Timothy Morris and Dr. James Warren, for the assistance they provided at all levels of this undertaking. Their wealth of knowledge in the realm of sport literature was invaluable. To my family: the gratitude I have for what you all have provided me cannot be expressed on this page alone. Without your love, encouragement, and support, I would not be where I am today. Thank you for all you have sacrificed for me. April 22, 2015 iii Abstract MEDIA AND LITERARY REPRESENTATIONS OF LATINOS IN BASEBALL AND BASEBALL FICTION Mihir D. Parekh, MA The University of Texas at Arlington, 2015 Supervising Professors: William Arcé, Timothy Morris, James Warren The first chapter of this project looks at media representations of two Mexican- born baseball players—Fernando Valenzuela and Teodoro “Teddy” Higuera—pitchers who made their big league debuts in the 1980s and garnered significant attention due to their stellar play and ethnic backgrounds. Chapter one looks at U.S. media narratives of these Mexican baseball players and their focus on these foreign athletes’ bodies when presenting them the American public, arguing that 1980s U.S. -
Cultural Understanding Through Folklore
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1993 Volume II: Folktales Cultural Understanding through Folklore Curriculum Unit 93.02.05 by Christine Y. House Folktales have enchanted people for centuries. They were an important source of entertainment for peasants and princes alike in days of yore and still serve the same purpose today. But, folktales also serve another purpose, that is, to tell us about the way life was for the common man. History books are filled with the names and dates and events which shaped our world. It is folklore, however, which remembers the hopes, fears, dreams and details of everyday lives. Folktales continue to enchant people today for many reasons. They tell us our history, they describe where we live, what our values are and ultimately who we are. Children listen to folktales without prejudice. They don’t care whether the story is from the Grimm tradition, from Africa or from the western hemisphere. They seem to be able to separate fact from fantasy, for the most part, and hear the underlying message of the story. It is for this reason that I have chosen folktales to serve as an interdisciplinary unit of study. The focus of my unit will be to teach cultural understanding to third graders by reading, viewing and sharing folktales from a variety of sources around the world. It has become increasingly clear to me that many inner- city children don’t have a sense of their own history. They do not know stories of their ancestry or their native homelands. -
ED371765.Pdf
DOCUMENT RESUME ED 371 765 IR 055 099 AUTHOR Buckingham, Betty Jo; Johnson, Lory TITLE Native American, African American, Asian American and Hispanic American Literature for Preschool through Adult. Hispanic American Literature. Annotated Bibliography. INSTITUTION Iowa State Dept. of Education, Des Moines. PUB DATE Jan 94 NOTE 32p.; For related documents, see IR 055 096-098. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Annotated Bibliographies; Authors; Childrens Literature; Elementary Secondary Education; Fiction; *Hispanic Arerican Literature; *Hispanic Americans; Minority Groups; Nonfiction; Picture Books; Reading Materials IDENTIFIERS Iowa ABSTRACT This bibliography acknowledges the efforts of authors in the Hispanic American population. It covers literature by authors of Cuban, Mexican, and Puerto Rican descent who are or were U.S. citizens or long-term residents. It is made up of fiction and non-fiction books drawn from standard reviewing documents and other sources including online sources. Its purpose is to give users an idea of the kinds of materials available from Hispanic American authors. It is not meant to represent all titles or all formats which relate to the literature by authors of Hispanic American heritage writing in the United States. Presence of a title in the bibliography does not imply a recommendation by the Iowa Department of Education. The non-fiction materials are in the order they might appear in a library based on the Dewey Decimal Classification systems; the fiction follows. Each entry gives author if pertinent, title, publisher if known, and annotation. Other information includes designations for fiction or easy books; interest level; whether the book is in print; and designation of heritage of author. -
University of Florida Thesis Or Dissertation Formatting Template
“EVERY CHILD IS BORN A POET”: THE PUERTO RICAN NARRATIVE WITHIN AMERICAN CHILDREN’S CULTURE By MARILISA JIMÉNEZ A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2012 1 © 2012 Marilisa Jiménez 2 To Mami, Papi, Losmin, Abuelo Daniel, Abuela Basilisa, Abuelo Ramón and Abuela María (Yin) 3 ACKNOWLEDGMENTS I would like to thank the University of Florida English Department and the UF Office of Graduate Minority Programs for their support of my doctoral education. In particular, I would like to thank my graduate committee. I especially want to thank Dr. Kenneth Kidd whose motivation, professionalism, and kindness is truly exemplary. I could not have worked out my ideas for this process without the insight and help of Dr. Anastasia Ulanowicz whose support both moral and scholarly has been a blessing. Thank you to Dr. Hedrick, Dr. Page, and Dr. Gonzalez for making this a more well- rounded discussion and recommendations throughout. I also want to acknowledge my fellow doctoral student Emily Murphy for listening to my ideas about chapters and suggesting theoretical readings. I thank my parents, Carlos and Carmen Jiménez, who taught me that I could do anything and that education was an opportunity never to be wasted. My sister, Losmin, taught me that I could be a woman of faith no matter where I go or what I do. To my Lord and Savior Jesus Christ who is the source of everything I can say or do (“never would have made it without You”). -
Bilingual Children's Books
BILINGUAL AND WORLD LANGUAGE CHILDREN’S BOOKS IN THE GUARINI LIBRARY JUVENILE COLLECTION Comp. by S. Kirven BILINGUAL BOOKS Younger Readers ARABIC/ENGLISH Bahous, Sally Sitti and the Cats Juv.398.21.B151s (In English with a few Arabic words and their definitions.) Baker, Jeannie Mirror Juv.B1675m (Wordless book comparing a day in the life of an urban family in Sydney, Australia with that of a rural family in the Valley of the Roses, in southern Morocco. Contains introduction in Arabic script and English.) Boueri, Marijean Moran Lebanon 1-2-3-: A Counting Book in Juv.513.2.B756L Three Languages: English,-French-Arabic Ellabbad, Mohieddin Illustrator’s Notebook Juv.741.6.E441 (In English and Arabic script.) Kirn, Ann Nine in a Line Juv.398.21.K59n 1966 Version of an old Arabian folktale. (In English with Arabic script.) Mobin-Uddin, Asma Best Eid Ever Juv. M687b (In English with a few Arabic words and their definitions.) Ruurs, Magriet Stepping stones: A Refugee Family’s Journey Juv. R9825s Robert, Na’imh bint Swirling Hijaab Juv. R6415s And Mistry, Nilesh (In English with Arabic script.) BRAILLE/ENGLISH Carbone, Elisa Lynn Last dance on Holladay Street Juv.C2644L Cottin, Menena Black Book of Colors Juv.535.6.C848b (A tactile book about colors written in English and Braille) Krull, Kathleen Lives of the writers: comedies, tragedies Juv. 928 .K94L (and what the neighbors thought) Levi, Tricia Waylee and the warrior Juv.L6639w Ripley, Marion Private and confidential: a story about Braille Juv. R5915 Sdk 7/01rev. 4/2020 1 CHEROKEE/ENGLISH Sorrell, Traci We Are Grateful/Otsaliheliga Juv. -
Cuento Therapy. Folktales As a Culturally Sensitive Psychotherapy for Puerto Rican Children. Monograph No
DOCUMENT RESUME ED 257 902 UD 024 258 AUTHOR Constantino, Giuseppe; And Others TITLE Cuento Therapy. Folktales as a Culturally Sensitive Psychotherapy for Puerto Rican Children. Monograph, No. 12. INSTITUTION Fordham Univ., Bronx, N.Y. Hispanic Research Center. SPONS AGENCY National Inst. of Mental Health (DHHS), Rockville, MD. Center for Minority Group Mental Health Program. REPORT NO ISBN-0-943862-23-X PUB DATE 85 GRANT NIMH-2P01MH-30569-06-Al NOTE 99p.; For a related document, see UD 024 259. AVAILABLE FROM Fordham University, Hispanic Research Center, Bronx, New York 10458 ($9.95 including postage). PUB TYPE Books (010) Reports Descriptive (141) Reports - Research/Technical (143) EDR$' PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Child Psychology; Clinical Psychology; Emotional Disturbances; Folk Culture; Hispanic Americans; Parent Role; *Psychotherapy; *Puerto Rican Culture; Puerto Ricans; *Story Telling IDENTIFIERS *Folktales ABSTRACT A seven-year project developing and testing cuento therapy, a form of child psychotherapy in which Puerto Rican mothers recount to their children folktales taken from Puerto Rican culture, is described and evaluated in this monograph. Chapter 1 explains how 1 the research presented in later chapters,fits into substantially broader patterns of research foCusing on the treatment of the psychological problems of Hispanic populations living in the United States. Chapter 2 presentq,an interdisciplinary discussion of 'traditional folk-healing pi.actices in Puerto Rico, the function of folktalds throughout history, the use of storytelling in psychotherapy, the theoretical framework of cuentro thekapy, and the mother's role in the therapy. Chapter 3 presents the methodological procedures used in conducting cuento therapy and in evaluating treatment outcomes. -
African American History Month
Hofstra University Joan & Donald E. Axinn Library Bibliography - Latino American Books for Children and Young Adults Professional Books Augenbraum, Harold and Margarite Fernández Olmos, ed. by. U.S. Latino Literature: A Critical Guide for Students and Teachers. Westport, Connecticut: Greenwood Press, 2000. PS153 .H56U7 This scholarly source contains detailed analysis of the writings of various Latino authors. The material in each chapter provides background information for high school teachers to utilize as part of their classroom teaching. (Authors included may be read by high school students but are not necessarily intended for a young adult audience.) Schon, Isabel. The Best of Latino Heritage 1996-2002: A Guide to the Best Juvenile Books About Latino People and Cultures. Lanham, Maryland: Scarecrow Press, Inc., 2003. Z1609 .C5S34 Isabel Schon is an authority on Latino books for children and young adults having edited many other books on this topic. The titles that appear in this book are arranged by country and are accompanied by an annotation for each title. York, Sherry. Children’s and Young Adult Literature by Latino Writers: A Guide for Librarians, Teachers, Parents, and Students. Worthington, Ohio: Linworth Pub., 2002. Z1229 .H57Y67 The titles in this bibliography are arranged by genre and are then, in turn, arranged alphabetically by title. This guide contains very brief summaries of each book and includes some biographical information about each author, a list of resources, and web sites. CHILDREN’S BOOKS: (Picture Book Format) 1 Applebaum, Diana. Cocoa Ice. New York: Orchard Books, 1997. PZ7 .A6415 E A girl in Santo Domingo tells how cocoa is harvested during the late 1800s while at the same time her counterpart in Maine tells about the harvesting of ice. -
Libros En Español
Libros en Español Bilingual Education Capstone 2017-2018 2 2 3 Title: ¡Estamos en un Libro! Title: Animaletras Citation: Willems, M. (2010). ¡Estamos en un libro! Citation: Palacios, F., & Oviedo, A. (2014). (Español ed.). New York, NY: Hyperion Books for Animaletras. Santiago, Chile: Scholastic Inc. Children. ISBN: 978-0545642217 ISBN: 978-8448847753 Description: A Spanish- Language ABC book with Description: This book has a unique and fun story line animals from all over the world. Every page has a letter that will grab the attention of a young child. This book and a beautiful illustration of the animal whose name is one of a series of stories between two friends: an begins with that letter. At the end of the book there is a elephant and a piggie. ¡Estamos en un libro! Tells the section that has basic information about each animal. story of the elephant and the piggie who realize they Descripción: Un libro de ABC en español con are in a book being read by a reader. animales de todo el mundo. Cada página tiene una letra Descripción: Este libro tiene una historia divertida y y una ilustración del animal cuyo nombre comienza única que llamará la atención de un niño. El libro es con esa letra. Al final del libro hay una sección que uno de una serie de historias entre un elefante y una contiene información básica sobre cada animal. cerdita. ¡Estamos en un libro! Cuenta una historia del Length: 40 Pages elefante y una cerdita que se encuentran dentro de un Genre: Nonfiction, Comedy and Humor, Picture books libro que está siendo leído por un lector. -
Nuestra Isla Our Island: Puerto Rico
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2000 Volume I: Women Writers in Latin America Nuestra Isla Our Island: Puerto Rico Curriculum Unit 00.01.04 by Dora Janeway Odarenko Introduction This unit has two goals. The first is to acquaint students, including those of Puerto Rican descent, with three of the dominant aspects of Puerto Rican culture today: love of the island of la isla to which Puerto Ricans refer over and over again; strong ties with family and community; and accommodations to the diaspora, the dispersal of Puerto Ricans to the United States mainland, escalating in the 1950s, as Puerto Ricans attempted to escape overpopulation and poverty at home. The second goal is to use the information, excitement, and questions generated by this unit to provide daily writing topics. As students work on them, and particularly on description and exploration of feelings, they will better understand what their teachers mean by “elaboration.” My hope is that, through this daily reading and writing, students will begin to compare and contrast aspects of their own lives to those of the characters about whom they are reading. They can stretch their imaginations, not only for their own lives but for the lives of others, and, in this way, they may begin to appreciate commonality and difference. But the students will not only read, listen, converse, and write. They will edit, peer-edit, publish and share what they have written. They will tape works in progress so that their own words become part of their experience of oral language. -
Thinking Back Through Our Mothers : Virginia Woolf in the Spanish
THINKING BACK THROUGH OUR MOTHERS: VIRGINIA WOOLF IN THE SPANISH-AMERICAN FEMININE IMAGINATION By MONICA AYUSO-VENTIMIGLIA A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1994 Copyright 1994 by Monica Ayuso-Ventimiglia Para mis padres, quienes alentaron el devenir de mi ambicidn aunque no siempre la comprendieron. Y para Juan Ignacio cuya presencia misma la mantiene viva. ACKNOWLEDGMENTS In order to give thanks to the many who have helped me write this dissertation, I must go back a few years. Indeed, the process did not coincide with the day I started writing it but with a time when diverse circumstances made a vision clear to me. I am not exactly sure when or how I got the first glimpse of its emerging contour. Undoubtedly, I owe Jacksonville Sister Cities Association the materialization of my graduate school dream here in the United States. Under their auspices I had a home in Jacksonville, a presidential scholarship to the University of North Florida, jobs at Jacksonville University, and, later, a visiting professorship to Florida Community College at Jacksonville that afforded me financial momentum to continue my work—I am not exaggerating when I say—two full years. Their support, interest, and encouragement have been invaluable. I am completely indebted to my teachers at the University of Florida who served on my dissertation committee. Thanks go to Daniel Cottom for joining the project late, after Barry Ruth Straus left it. Thanks go to John Perlette for his advice that I work on the rhetorical -iv- , fuzziness of my first efforts. -
Open Teresita Santiago Dissertation 1
The Pennsylvania State University The Graduate School College of Education CHILDREN’S PERCEPTION OF THE LEARNING OF ENGLISH AS A SECOND LANGUAGE AND THE TEXTBOOKS USED IN THE CLASSROOM IN THE COLONIAL/POSTCOLONIAL CONTEXT OF PUERTO RICO A Dissertation in Curriculum and Instruction by Teresita Santiago © 2008 Teresita Santiago Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2008 The dissertation of Teresita Santiago was reviewed and approved* by the following: Daniel Hade Associate Professor of Education Thesis Adviser Co-Chair of Committee Miryam Espinosa-Dulanto Assistant Professor of Education and Applied Linguistics Co-Chair of Committee Steven Herbs Head Education and Behavioral Science Library Madhu Prakash Professor of Education Glendon w. Blume Professor of Education Coordinator of the Graduate Program in Curriculum and Instruction *Signatures are on file in the Graduate School. ii ABSTRACT The research described here is based on a qualitative study conducted in Puerto Rico, with the participation of ten middle school students attending a Laboratory school in metropolitan San Juan. The students answered questions relating to their perceptions about learning English as a second language under colonial conditions in Puerto Rico. Participants also analyzed, discussed, challenged and constructed their own meanings concerning the images and content in the stories contained within U.S. made textbooks utilized in their English class. Moreover, they had the opportunity to discuss, analyze, and contest images of themselves and their countrymen as portrayed in English stories written by both Puerto Rican and non-Puerto Rican authors. By utilizing the Case Study research method, I was able to explore, in depth, how this group of children perceived the learning of the English language and its didactic material, i.e. -
Reviews Marvels & Tales Editors
Marvels & Tales Volume 31 | Issue 2 Article 10 12-15-2017 Reviews Marvels & Tales Editors Recommended Citation Editors, Marvels & Tales. "Reviews." Marvels & Tales 31.2 (2017). Web. <http://digitalcommons.wayne.edu/marvels/vol31/iss2/ 10>. REVIEWS The Latin American Story Finder: A Guide to 470 Tales from Mexico, Central America, and South America, Listing Subjects and Sources. By Sharon Barcan Elswit. Jefferson, NC: McFarland, 2015. 318 pp. With the number of Hispanic students in U.S. schools now standing at more than 12 million, or a quarter of the total student population—and growing—a Latin American story finder worthy of the name would fill a need. Anglo students, for example, share a body of knowledge with which teachers may also be familiar; most know the stories of “Little Red Riding Hood,” “Snow White,” or “Puss in Boots.” But Mexicans or Puerto Ricans may not share this knowledge. Using narratives that Latino students do know, such as tales of the foolish bungler Juan Bobo (John the Fool), well-known in Puerto Rico, or the widely told Mexican legend of the Virgin of Guadalupe, teachers can introduce these stories to those who do not know them and their Latino students can enjoy a sense of give and take. This, then, would be one of the many opportu- nities opened up by The Latin American Story Finder, which was prepared by a New York City children’s librarian. Each of the 470 folktales included in the collection has these features: a synopsis of the tale, averaging 170 words; a list of up to 25 key words or sub- jects touched on in the tale (such as bullies, braggarts, class conflict, cheating); the source (in a readily available edition); and the culture (for African or Native American tales) or the country of origin (for tales from Spain or Brazil).