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Balanced Bilinguals' Unique Emotional Expressiveness, Maya Salloum
Balanced Bilinguals' Unique Emotional Expressiveness, Maya Salloum
Electronic Thesis and Dissertation Repository
In the contemporary globalized world, with diverse situations of language contact emerging, bilingualism is taking on dynamic new forms, yielding a new kind of bilinguals: balanced. Adopting a stance of resistance to the monolingual bias and with a view to refining the frameworks applied to the study of bilinguals, this research examines how balanced bilinguals process and express their emotions in each of their languages. This is a qualitative study that incorporates narrative inquiry and uses the narratives and autobiographical memories of five balanced bilinguals, of different language pairs and age/gender groups to better understand how these balanced bilinguals perceive …
Disrupting Privilege: A High School Curriculum, Cassidy M. Higgins
Disrupting Privilege: A High School Curriculum, Cassidy M. Higgins
Electronic Theses and Dissertations
Current privilege pedagogy scholarship demonstrates the importance of understanding privilege as an entryway into critical studies and everyday community engagement. Thus, this dissertation argues that privilege must be introduced into education earlier, such as high school. In order to demonstrate ethical possibilities of meeting the need for care, this project integrates social work and critical pedagogy scholarship that explores teaching privilege in the classroom, with culture and communication scholarship. This dissertation connects culture and communication, critical pedagogy, and performance to demonstrate an applied use of communication scholarship in two classroom settings to explore dialogues of privilege through a curriculum titled …
Feeling Knowledge : How Emotion And Identity Inform Student Learning, Rebecca M. Ossorio
Feeling Knowledge : How Emotion And Identity Inform Student Learning, Rebecca M. Ossorio
Legacy Theses & Dissertations (2009 - 2024)
The exploratory and descriptive purpose of this work is to better understand what might be happening when students have an emotional response to learning in school and to offer a way of conceptualizing emotion, identity and student learning as deeply interrelated. The data for this study comes from four in-depth, phenomenological interviews where contemplative educators were asked to recollect emotional experiences from their formal education and tell the story of how those experiences impacted their learning. Evidence suggests that when students have an emotional response to learning it is like a beacon alerting them to the self-relevance of what they …