MEDIA LITERACY THROUGH INTERTEXTUAL ANALYSIS A Project Presented to the faculty of the Department of Graduate and Professional Studies in Education California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Education (Behavioral Sciences Gender Equity Studies) by Danielle Norman SUMMER 2020 © 2020 Danielle Norman ALL RIGHTS RESERVED ii MEDIA LITERACY THROUGH INTERTEXTUAL ANALYSIS A Project by Danielle Norman Approved by: __________________________________, Committee Chair Sherrie Carinci, Ed.D. ____________________________ Date iii Student: Danielle Norman I certify that this student has met the requirements for format contained in the University format manual, and this project is suitable for electronic submission to the library and credit is to be awarded for the project. __________________________, Department Chair ___________________ Carlos Nevarez, Ph.D. Date Department of Graduate and Professional Studies in Education iv Abstract of MEDIA LITERACY THROUGH INTERTEXTUAL ANALYSIS by Danielle Norman Using a critical pedagogy perspective, this project aims to integrate media literacy within elementary classrooms. Incorporating intertextual analysis of a traditional and non-traditional fairy tale will provide students with the opportunity to engage in the active process of understanding socially-constructed hegemony. The curriculum encompasses three academic weeks and is designed to be conducted within a small group setting. This project is tailored for grades four through siX, with the intention of raising media literacy consciousness with a focus on gender identity construction and ideas. The traditional fairy tale is an original interpretation of Cinderella. This story contains the consistent stereotypical messages that have been disseminated through multiple influential, male authors over the past 400 years. The protagonist, Cinderella, is valued by men based on her appearance and yet, it is also her appearance that threatens the other female characters, promoting female competition. Cinderella’s character is idealized as subservient, dependent and possessing only domestic qualities. However, A Fairy’s Tale offers a counter-narrative to the typically celebrated and stereotypical female characters. The protagonist, Esme, finds value in discovering her own strengths and abilities, while cooperating with other female characters to combat intellectual and v intuitive suppression. Esme possesses emotional depth and discovers her internal strength through harnessing her masculine and feminine qualities. The conventional format of a fairy tale provides an ideal theme to unearth the depth of hegemonic hidden meanings through scaffolded curriculum. This project has the potential to raise the consciousness of students by transforming them into empowered and critical thinkers. ______________________________, Committee Chair Sherrie Carinci, Ed.D. _______________________ Date vi DEDICATION When I was younger, I would climb the tallest tree and gaze upon the leaves that floated towards the ground or ponder the destination of passing clouds. My mind craved knowledge that only Earth had to offer. I dedicate this project to the intuitive wisdom that exists in us all. May we raise our children to honor their own connections to the natural world and to recognize forces, which aim to stifle their innate intelligence. vii TABLE OF CONTENTS Page Dedication ...................................................................................................................... vii List of Tables .................................................................................................................. xi Chapter 1. INTRODUCTION ..................................................................................................... 1 Statement of the Problem .................................................................................... 3 Purpose of the Project ......................................................................................... 5 Theoretical Basis ................................................................................................ 6 Methodology ....................................................................................................... 9 Limitations ........................................................................................................ 12 Definition of Relevant Terms ........................................................................... 13 Organization of the Project ............................................................................... 15 Background of the Researcher .......................................................................... 15 2. REVIEW OF RELEVANT LITERATURE ............................................................ 16 Introduction ....................................................................................................... 16 Educational Hegemony ..................................................................................... 16 Social Reproduction .......................................................................................... 20 Once Upon a Lie ................................................................................................ 21 Making the Case for Media Literacy ................................................................. 25 Summary ............................................................................................................ 29 viii 3. METHODOLOGY .................................................................................................. 31 Introduction ....................................................................................................... 31 Research Design ................................................................................................ 32 Research Questions ........................................................................................... 38 Settings .............................................................................................................. 39 Procedure ........................................................................................................... 41 Summary ............................................................................................................ 43 4. DISCUSSION, CONCLUSIONS, LIMITATIONS, RECOMMENDATIONS, AND REFLECTIONS ....................................................................................... 44 Discussion ......................................................................................................... 44 Media Literacy Project Evaluation .................................................................... 46 Conclusion ......................................................................................................... 54 Limitations ......................................................................................................... 55 Recommendations ............................................................................................. 56 Reflections ......................................................................................................... 57 Appendix A. Evaluation Instruction ............................................................................ 59 Appendix B. Evaluation Sheet (Post-Curriculum) ...................................................... 61 Appendix C. Original Revision, Cinderella . .............................................................. 63 Appendix D. Original Story, A Fairy’s Tale ............................................................... 73 Appendix E. Week One Lesson Plan .......................................................................... 87 Appendix F. Week Two Lesson Plan ........................................................................ 100 ix Appendix G. Week Three Lesson Plan ..................................................................... 112 Appendix H. Disney Game Show: Name That Sidekick .......................................... 117 References ................................................................................................................... 126 X LIST OF TABLES Table Page 1. Content Analysis of Three Cinderella Fairy Tales ............................................ 35 2. Evaluators .......................................................................................................... 42 3. Evaluator Responses .......................................................................................... 47 xi 1 Chapter 1 INTRODUCTION Using a critical pedagogy perspective, this project utilizes intertextual analysis of a traditional and non-traditional fairy tale to provide students with a curriculum that illuminates socially-constructed hegemony. The curriculum encompasses three academic weeks and is designed to be conducted within a small group setting. This project is tailored for use in the intermediate grades, and intentionally scaffolds media literacy consciousness while focusing on gender identity construction and ideas. Ten individuals from diverse educational backgrounds were chosen to evaluate the project. These evaluators read the stories, engaged in the curriculum, and then participated in a written evaluation of the project. In the 21st century, one of the most pervasive and powerful sources of oppression are the gendered ideologies disseminated through multiple forms of media (Scharrer, 2002; Wood, 2009). This invisible force, however, is often unrecognizable;