Latino Media and Critical Literacy Pedagogies: Children's Scripting of Telenovelas Discourses

Abstract

Using elements of the ethnography of globalization and teacher research, two Puerto Rican researchers and educators worked collaboratively with a teacher on a study conducted in a third grade classroom in a public school in an urban community in Puerto Rico. They conceptualized children’s curricular engagement with the Spanish television genre of telenovelas in relation to classroom critical literacy and performative inquiry where children’s histories, their lives in hyper-globalized contexts (through media, multinational commercialization, and technology), and their related discursive practices were made visible.