Dora The Explorer, Constructing “LATINIDADES” and The Politics of Global Citizenship

Cultural Production of a Decolonial Imaginary for a Young Chicana: Lessons from Mexican Immigrant Working-Class Woman's Culture

“…She witnesses the discursive moves and practices that maintain racialization and establish a wedge of class differences between different types of women. It is this marking of difference that maintains the placement of some women as the beasts of burden for sustaining consumerism and the garment/fashion industry, as well as the recirculation of colonialism-what some refer to as neocolonialism (see Guidotti-Hernández 2007).…”

“…No nothing special; López and LaVoo 2001, 15). Latina girls are often raised to be submissive to men (see Guidotti-Hernández 2007). With this logic, Carmen appears to be doing the same thing.…”

Global Latin(X) AmericanXs: Charting new ontological and epistemological cartographies beyond US LatinX studies

“…Various individuals and institutions most often use “Global Latinos” and its cognates to describe the diversity of the Latin American and Caribbean population in the United States, particularly at the intersection of cultural production, capital accumulation, and mass marketing. For example, Nicole Guidotti-Hernández’s study of the children’s cartoon, Dora the Explorer, examines the “shifting terrain of a globalized juvenile Latino/a television market” and the construction of a “universal Latino/a subjectivity” (Guidotti-Hernández, 2007: 209). Events such as the International Latino Cultural Center of Chicago’s “Global-Latino-Fest” celebrated pan-Latino art forms and “promoted the richness and great diversity found in more than 20 Latino nations in the United States.” 15 Scholars examining these sites of ethnocultural production in the United States underscore how pan-Latina/o characters such as Dora are “a developing idea that harbors Latino and Latina entanglements and out-of-placeness” (Milian, 2013: 152).…”

Parents' Perceptions of Preschool Television

“…Although attention has been paid to the representations of Latinos in children's programming (see, for example, Calvert, 1999;Cortés, 2000;Guidotti-Hernández, 2007;Harewood & Valdivia, 2005;Klein & Shiffman, 2006), prime-time programming (see, for example, Mastro & Behm-Morawitz, 2005;Pieraccini & Alligood, 2005), and advertising (LiVollmer, 2002;Masro & Stern, 2003), there is still a lack of information regarding the media use of Latino children in Spanish-speaking homes. Subervi-Vélez and Colsant (1993) call for more attention to be paid to the use of English-and Spanish-language television programming by Latino children.…”