A comparative multimodal analysis of environmental ideologies in two contemporary picturebooks

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Type
Thesis
Author
Rastogi, Rachika
Supervisor
Netto-Shek, Jo-Ann
Abstract
Against the backdrop of the existential global environmental crisis and the ambitious targets outlined by the UN Sustainable Development Goals (SDGs), this study investigates the critical significance of picturebooks in shaping childhood understandings of human-nature relationships. In this study, I analyse how words and images portray the interaction of characters and nature in the narrative and their embedded environmental ideologies. In this study, I chose a qualitative case study approach to enhance my in-depth understanding of the context. I selected two case studies using a purposeful sampling strategy. In this study, a mul*modal content analysis is used to offer new perspectives derived from the use of traditional content analysis. This multimodal content analysis, henceforth referred to as MMCA, combines social semiotic and content-based analysis. In the semiotic analysis, I examine communication across semiotic modes, including linguistic and non-linguistic elements. Meanwhile, in the content-based analysis, I examine environmental ideologies based on themes that emerged from semiotic findings. This multimodal analytical approach aims to explore all potential meaning-making modes in text, visuals, and their inter-semiosis with each other. The themes that emerged from the multimodal findings provide valuable insights into gender roles, religious perspectives, and sustainable behaviours, which are essential considerations for discovering transformative environmental ideologies. The findings reveal a tendency within these narratives to prioritize individual actions over fostering awareness of systemic thinking, including social collaboration and cooperation. The findings highlight discernible disparities and notable oversights in portraying environmental ideologies of deep ecology, ecofeminism, value ethics, and sustainability. As climate change continues to threaten global human health and well-being, Education for Sustainable Development Goals also referred to as ESD aims to empower populations, including children, with the knowledge, skills, values, and behaviours required for sustainable development. It is imperative that literature wri0en for children evolves and socializes children towards a comprehensive understanding of human nature relationships and sustainable development.
Date Issued
2024
Publisher
National Institute of Education, Nanyang Technological University (NIE NTU), Singapore