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Document Type

Article in Response to Controversy

Abstract

In school, as in their daily lives, children are confronted by images, written texts and combinations of these two modes of communication. Fleckenstein (2002) writes, “… a continuous stream of images marks our waking and sleeping lives” (p. 3). The visual images that are presented in the texts we read affect how we understand the world, ourselves, and the experiences of others. However, the images presented are not neutral, objective representations of an external reality; rather, they are politically and culturally constructed representations that often support the hegemony of dominant cultures while, intentionally or not, marginalizing particular disenfranchised ethnicities, genders, social classes and races.

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