Ecoliteracy and a place-based pedagogy: Expanding Latina/o students' critical understanding of the reciprocity between sociocultural systems and ecosystems in the US-Mexico border region

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dc.contributor.advisorHum, Sue
dc.contributor.authorGutierrez, Kristina A.
dc.contributor.committeeMemberCantú, Norma E.
dc.contributor.committeeMemberWoodson, Linda T.
dc.contributor.committeeMemberBlalock, Glenn
dc.date.accessioned2024-02-09T21:55:48Z
dc.date.available2024-02-09T21:55:48Z
dc.date.issued2012
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThis dissertation proposes a place-based theoretical and methodological framework, informed by concepts of ecology, multimodality, and activity systems. I apply this framework of ecoliteracy as it is defined within the interdisciplinary contexts of rhetoric and composition, linguistics, and Chicana/o studies. Ecoliteracy refers to individuals' abilities to assess semiotic and discursive networks within their communities with the goal of cultivating sustainability. The purpose of this framework is to expand working-class to middle-class Latin students' ecoliteracy in three ways. First, I analyze the semiotic and discursive relations among their social, cultural, and natural environments, particularly the reciprocity between sociocultural systems and ecosystems in the US-Mexico border region. I develop a multimodal approach to ecoliteracy that best encourages a sustainable agenda within students' communities. Second, I illustrate the tenets of ecoliteracy employed in popular media, including murals, to spotlight the reciprocity between social communities and/or natural environments. Then I turn my attention to how students, in collaboration with community youth, employ modes to produce poems to foreground community sustainability. Third, I describe the ways in which the modes of image and word promote an active social justice agenda that cultivates reciprocity between social communities and natural environments.
dc.description.departmentEnglish
dc.format.extent205 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781267615411
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3668
dc.languageen
dc.subjectactivity systems
dc.subjectborder region
dc.subjectecoliteracy
dc.subjectecology
dc.subjectLatin@ students
dc.subjectmultimodality
dc.subject.classificationRhetoric
dc.subject.classificationHispanic American studies
dc.subject.classificationSocial sciences education
dc.titleEcoliteracy and a place-based pedagogy: Expanding Latina/o students' critical understanding of the reciprocity between sociocultural systems and ecosystems in the US-Mexico border region
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEnglish
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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