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THE REPRESENTATION OF POVERTY IN GREAT DEPRESSIONAMERICAN LITERATURE
Title
THE REPRESENTATION OF POVERTY IN GREAT DEPRESSIONAMERICAN LITERATURE.
Creator
Austin, Cavel, Olan, Elsie, University of Central Florida
Abstract / Description
The objective of this thesis is to explore how American authors represented poverty across different states during the Depression Era. I have chosen to review social reform author John Steinbeck, and proletariat authors, Michael Gold, Meridel Le Sueur, and William Attaway. Before addressing the issues presented in the data collection tools (novels): The Grapes of Wrath, Jews Without Money, The Girl, and Blood on the Forge, I reviewed the fundamentals of the events leading up to the crash of...
Show moreThe objective of this thesis is to explore how American authors represented poverty across different states during the Depression Era. I have chosen to review social reform author John Steinbeck, and proletariat authors, Michael Gold, Meridel Le Sueur, and William Attaway. Before addressing the issues presented in the data collection tools (novels): The Grapes of Wrath, Jews Without Money, The Girl, and Blood on the Forge, I reviewed the fundamentals of the events leading up to the crash of the stock market, which spiraled the United States and the world at large in the greatest Depression ever known. In this thesis, I have also outlined a summary of the novels for the benefit of readers who may not have had the opportunity to read them. I have applied a Marxist literary critical analysis to the preceding novels highlighting three overarching concepts of the theory: economic power, materialism versus spirituality, and class conflict. Evolving from these concepts are the key tenets of Marxism: base, superstructure, hegemony, commodification, class conflict, and false consciousness. In the literary critical analysis, I applied these key tenets to the plot of each novel in order to underscore the ideologies of Marxist theorists with regards to the existence of class divisions and how this division creates class conflict between the bourgeoisie and the proletariats.
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Date Issued
2014
Identifier
CFH0004708, ucf:45397
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004708
A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color
Title
A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.
Creator
Austin, Cavel, Olan, Elsie, Hewitt, Randall, Jeanpierre, Bobby, Puig, Enrique, University of Central Florida
Abstract / Description
The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded...
Show moreThe deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.
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Date Issued
2019
Identifier
CFE0007779, ucf:52339
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007779