1534-8687/asset/CAD_right.gif?v=1&s=c963ce7e60a7d46c652d6dfe8ab66d33420b3a68)
Research Article
Creating new social identities in children through critical multicultural media: The case of Little Bill
Article first published online: 2 JUN 2008
DOI: 10.1002/cd.213
Copyright © 2008 Wiley Periodicals, Inc., A Wiley Company
Issue
1534-8687/asset/cover.gif?v=1&s=836fa558bd1a66636368ee94d3dda5a0004db71f "New Directions for Child and Adolescent Development")
New Directions for Child and Adolescent Development
Special Issue: The Intersections of Personal and Social Identities
Volume 2008, Issue 120, pages 17–30, Summer 2008
Additional Information
How to Cite
Hurtado, A. and Silva, J. M. (2008), Creating new social identities in children through critical multicultural media: The case of Little Bill. New Directions for Child and Adolescent Development, 2008: 17–30. doi: 10.1002/cd.213
Publication History
- Issue published online: 2 JUN 2008
- Article first published online: 2 JUN 2008
- Abstract
- References
- Cited By
Abstract
Multicultural education emerged from the political struggles of the 1960s and 1970s and advocated the inclusion of women and ethnic and racial groups in school curricula and children's media. Recently multiculturalism has evolved to include a critical perspective by focusing on stigmatized social identities such as race, class, sexuality, ethnicity, and disability. Little Bill, a children's animated television series, is an example of applied critical multiculturalism. In this chapter, we present a case study of one episode, “A Ramp for Monty,” to illustrate the merits of this approach, which may increase the number of social identities children relate to and increase the degree of understanding they may bring to the differences inherent in social identities. © Wiley Periodicals, Inc.