The Mapping of Rosina Lippi-Green's Argument in Teaching Children How to Discriminate: What We Learn from the Big Bad Wolf Essay

Argument Mapping 2The goal of this essay is to present an argument mapping of Teaching Children How to Discriminate What We Learn from the Big Bad Wolf, by Rosina Lippi-Green. First I will propose what I think Lippi-Greens general claim is and will mention any subsequent claims that she makes, which are linked to her central claim. Then, I will analyze the evidence that she provides for each of these claims. Next, I will describe Lippi-Greens proposed use value. To conclude my essay, I will reiterate the format of Lippi-Greens argument.In this article, Lippi-Green analyzes the significance of accented and unaccented English in films and on television, specifically Disney movies, and the possible impacts that these accents have on children and their perception of the characters. The author proposes that when a character has an accent, it indexes certain qualities pertaining to the characters personality and portrayal. Thus, she claims that there is a formal-functional regularity in animated movies due to the fact that accented English plays a huge role in how children develop stereotypes by teaching them to connect certain characteristics and qualities to a particular set of people. Lippi-Green develops this claim further by stating, animated films provide material which links language varieties associated with specific national origins, ethnicities, and races with social norms and characteristics in non-factual and sometimes overtly discriminatory ways (121). This is the ideology presented by Lippi-Green to support the formal-functional regularity that she presents. Thus, the author implies that constant exposure to these formal-function regularities and ideologies in Disney movies shapes the childrens perspective on the characters, sometimes in a negative way.In an attempt support her claims, Lippi-Green provides a substantial amount of empirical data. The data that she is analyzing comes from an extensive study consisting of 371 characters in twenty-four Disney movies. What she discovered was that many of the characters that were considered to...

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