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Showing 1 through 5 of 5 records.
2014 - International Communication Association 64th Annual Conference Pages: unavailable || Words: 9218 words || 
1. Chen, Yea-Wen., Simmons, Nathaniel. and Kang, Dongjing. "“My Family Isn’t Racist However…”: Ideological Barriers to Teaching Intercultural Communication in a Postracial Era" Paper presented at the annual meeting of the International Communication Association 64th Annual Conference, Seattle Sheraton Hotel, Seattle, Washington, May 21, 2014 Online <APPLICATION/PDF>. 2019-08-17 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Via critical discourse analysis (Potter & Wetherell’s, 1987; Wetherell & Potter, 1992), 65 undergraduate essays were collected for one year, across three sections of an introductory intercultural communication (IC) course, and then analyzed in order to uncover ideologies that influence IC teaching/learning. “Multicultural Obam-ism” is coined to identify a “post-racial” utopia in America under the Obama presidency where racial inequality is believed to be achieved, historical, and multicultural diversities are celebrated. Three identified ideologies that support and prop-up such a belief include: 1) meritocracy: belief that sheer hard work will pay off and allow one to achieve the American Dream; 2) self-made/self-willed individualism: belief that an individual’s identity is recognized strongly as self-chosen rather than the culture identity one born into; and 3) universalism: belief that despite privilege, we are all equally-created, and such liberty and equality should be celebrated. Implications for teaching/theorizing in a “post-racial” era are discussed.

2005 - American Sociological Association Pages: 29 pages || Words: 8903 words || 
2. Burton, Russell. "Teaching Introductory Sociology With a Dr. Seuss Anthology; However, an Intergenerational Transmission Is Our Bigger Mission" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <PDF>. 2019-08-17 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Our work here not only confirms the well-documented advantages of using popular culture to teach sociology, it expands these advantages in at least two ways. First, we link Dr. Seuss with popular culture and show that as a form of popular culture, his stories can be effectively used to impart complex sociological concepts and the sociological imagination to university students. Second, our work lays the foundations for the examination of using popular culture, especially Dr. Seuss stories, in the intergenerational transmission of sociology to students much younger than university age (i.e., preschool to 12th grade).

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