This research presents the concept of qcolonizing the imaginary, q a narrative, performative, and ideological process in which adult art makers circumscribe young people's cultural understandings through their use of material artifacts. This process is examined as it relates to historical and contemporary people, ideas, and events referenced or suggested by the artifacts. Specifically, five qsitesq where such colonization occurs---games, films, television, textbooks, and plays---are analyzed, and their possible effects on children's imagined play theorized. Within the sites, the ways in which multiple artifacts construct historical and contemporary scenarios for children, both semiotically and through the identities and ideologies they ask young people to adopt and/or embody, are considered. The research considers what can be meant by qembodimentq in these contexts, and how it manifests physically, ideologically, and relationally. Finally, this study considers implications of thinking about, teaching, and performing cultural identities in power contestation in terms of postcolonial and other critical understandings of material culture.Essentially, Dora is a aquot;helpful native, aquot; a guide whose purpose is to introduce her own language to outsiders, and to translate for them in unfamiliar contexts. But where does Dora aquot;live?aquot; What is the terrain the show guides the audience throughanbsp;...
|Title||:||Colonizing the Imaginary: Children's Embodiment of Cultural Narratives|
|Author||:||Andrew Rees Chappell|
|Publisher||:||ProQuest - 2008|