Department of Teaching, Learning and Teacher Education
Date of this Version
2017
Citation
Published in Journal of Latinos and Education, 2017. doi:10.1080/15348431.2016.1205988
Abstract
Since June, 2014 when the U.S. government began to document an increase in unaccompanied/separated children arriving in the United States from Central America, these children have become a frequent topic in media discourse. Because rhetoric about immigration issues have been shown to affect schooling of these children, the present paper aims to examine how these children are represented in the discourse of one community. Findings from this critical multimodal discourse analysis reveal multiple strategies of representation that result in the dominant metaphor of IMMIGRANT CHILDREN ARE DANGEROUS WATER and negative perceptions that have implications for the education of these students.
Included in
Chicana/o Studies Commons, Curriculum and Instruction Commons, Film and Media Studies Commons, Latin American Languages and Societies Commons, Latina/o Studies Commons, Reading and Language Commons, Rhetoric and Composition Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2017 Taylor & Francis Group, LLC. Used by permission.