{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/114095"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/114095","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"“Kids like us would know it!”: Learning from children’s appropriation of transnational popular culture","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","abstract_has_math":false,"creators":["Nam, Yoon Jin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Dyson, Anne Haas","McCarthy, Cameron","Dixson, Adrienne D.","Nuñez Cortez, Idalia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:58:36Z","date_published":"2022-04-29T21:58:36Z","updated_at":"2026-07-22T22:24:54Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Yoon Jin Nam"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/114095","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dyson, Anne Haas","McCarthy, Cameron","Dixson, Adrienne D.","Nuñez Cortez, Idalia"]},{"key":"dc:creator","label":"Author","values":["Nam, Yoon Jin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:58:36Z","2024-04-29T21:58:46Z","2021-12","2021-12-03"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Yoon Jin Nam"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/114095"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","The student, Yoon Jin Nam, accepted the attached license on 2021-12-01 at 14:27.","The student, Yoon Jin Nam, submitted this Dissertation for approval on 2021-12-01 at 14:33.","This Dissertation was approved for publication on 2021-12-03 at 08:55.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17338 on 2022-04-29 at 16:10:18","Made available in DSpace on 2022-04-29T21:58:36Z (GMT). No. of bitstreams: 3 NAM-DISSERTATION-2021.pdf: 1076940 bytes, checksum: 5b4faca6ddb343cad96b0270614b2d44 (MD5) LICENSE.txt: 4209 bytes, checksum: c1e8f9531a07f8b522cfd4bae4c1fde2 (MD5) PROQUEST_LICENSE.txt: 4555 bytes, checksum: 9f1a936147ded155be48c1c9b899a40e (MD5) Previous issue date: 2021-12-03","Embargo set by: Seth Robbins for item 123460 Lift date: 2024-04-29T21:58:46Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited","This dissertation studied children’s appropriation of transnational popular culture and how it figured into peer talk, and how it was mediated by the teachers at school. Through sociocultural theory, I viewed the classroom as a place where students and teachers utilized their own agencies as they co-constructed the culture of the classroom. Through Critical Race Theory (CRT), I looked at the racial microaggressions that Asian American students were experiencing at school and in their appropriations of popular culture. This study was an ethnographic case study in a fourth-grade classroom in the Midwest. Data was collected for period of five months and included a variety of data sources: audio recorded observations, field notes, informal conversations with teachers and lesson plans. Through sociocultural theory and CRT as the theoretical framework, data was analyzed initially through open coding and eventually to the finding themes. Findings revealed: (1) children’s appropriation of transnational popular cultural materials were mainly sourced from their usage of social media which permeated through peer talk at school, (2) children critically navigated through their racial identity in their appropriation of pop materials, and (3) teachers’ perspectives on popular culture as curricular resource reveals their sensitivity to district guidelines. Implications for practice and research are shared and a call for a permeable curriculum (Dyson, 1993) to acknowledge children’s appropriation of transnational popular culture as funds of knowledge (Moll et. al, 1992) is recommended."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["“Kids like us would know it!”: Learning from children’s appropriation of transnational popular culture"]}]}],"canonical_facts":{"dc:contributor":["Dyson, Anne Haas","McCarthy, Cameron","Dixson, Adrienne D.","Nuñez Cortez, Idalia"],"dc:creator":["Nam, Yoon Jin"],"dc:date":["2022-04-29T21:58:36Z","2024-04-29T21:58:46Z","2021-12","2021-12-03"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","The student, Yoon Jin Nam, accepted the attached license on 2021-12-01 at 14:27.","The student, Yoon Jin Nam, submitted this Dissertation for approval on 2021-12-01 at 14:33.","This Dissertation was approved for publication on 2021-12-03 at 08:55.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17338 on 2022-04-29 at 16:10:18","Made available in DSpace on 2022-04-29T21:58:36Z (GMT). No. of bitstreams: 3 NAM-DISSERTATION-2021.pdf: 1076940 bytes, checksum: 5b4faca6ddb343cad96b0270614b2d44 (MD5) LICENSE.txt: 4209 bytes, checksum: c1e8f9531a07f8b522cfd4bae4c1fde2 (MD5) PROQUEST_LICENSE.txt: 4555 bytes, checksum: 9f1a936147ded155be48c1c9b899a40e (MD5) Previous issue date: 2021-12-03","Embargo set by: Seth Robbins for item 123460 Lift date: 2024-04-29T21:58:46Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited","This dissertation studied children’s appropriation of transnational popular culture and how it figured into peer talk, and how it was mediated by the teachers at school. Through sociocultural theory, I viewed the classroom as a place where students and teachers utilized their own agencies as they co-constructed the culture of the classroom. Through Critical Race Theory (CRT), I looked at the racial microaggressions that Asian American students were experiencing at school and in their appropriations of popular culture. This study was an ethnographic case study in a fourth-grade classroom in the Midwest. Data was collected for period of five months and included a variety of data sources: audio recorded observations, field notes, informal conversations with teachers and lesson plans. Through sociocultural theory and CRT as the theoretical framework, data was analyzed initially through open coding and eventually to the finding themes. Findings revealed: (1) children’s appropriation of transnational popular cultural materials were mainly sourced from their usage of social media which permeated through peer talk at school, (2) children critically navigated through their racial identity in their appropriation of pop materials, and (3) teachers’ perspectives on popular culture as curricular resource reveals their sensitivity to district guidelines. 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