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The Children Are Watching: How the Media Teach About Diversity


reviewed by Kim Wieczorek — 2002

coverTitle: The Children Are Watching: How the Media Teach About Diversity
Author(s): Carlos E. Cortes
Publisher: Teachers College Press, New York
ISBN: 0807739375, Pages: 224, Year: 2000
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Well before school educators ever began talking about multicultural education, the mass media were multicultural education--a chaotic, anarchic, semicoordinated, multivocal, usually unintended but nonetheless relentless flood of media textbooks on diversity, emanating from radios and television sets, inhabiting movie screens, and occupying the pages of newspapers and magazines (Cortés, 2000; pp. xv-xvi). In The Children Are Watching: How the Media Teach About Diversity, Carlos Cortés argues that the "enveloping media multicultural curriculum guarantees that school educators do not have the power to decide if multicultural education will occur…school educators can only decide whether or not they will consciously participate and how they will participate in the inevitable process of teaching and learning about diversity" (p. xvi). Cortés offers analytical tools, historical grounding of scholarship, and integrated paradigms based in research and experience with media-related teaching to help readers begin to actively participate in teaching and learning of diversity from mass media textbooks and curriculum. The media textbooks Cortés investigates, from The Lion King and All In the Family to the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 104 Number 1, 2002, p. 133-136
http://www.tcrecord.org ID Number: 10731, Date Accessed: 12/12/2017 1:13:01 AM

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About the Author
  • Kim Wieczorek
    University of Wisconsin, Madison
    E-mail Author
    Kim Wieczorek is a doctoral candidate in the Department of Curriculum and Instruction at the University of Wisconsin at Madison. With Carl Grant (2000), she has published "Teacher education and knowledge in 'the knowledge society': The need for social moorings in our multicultural schools" in Teachers College Record, as well as "Best practices in multicultural education: Recommendations to school leaders" in W.G. Wraga & P.Hlebowitsh (Eds.), Research Review for School Leaders, Vol. III. With Carl Grant and Maureen Gillette (2000), she has published "Text materials and the intersections of race, class, gender and power" in Race, Gender, and Class. Current projects include research and writing about systems of reason within teacher education and investigation of the intersections of educational practices with other practices, including media production and performance.
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