Education Commons^™

Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough

Doctoral Dissertations

At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical …

A Participatory Action Research Study With Bi-Ethnic Children In South Korea On Bi-Ethnic Identity Development, Jeong Min Lee

Doctoral Dissertations

The purpose of this research was to explore how bi-ethnic children in South Korea understand their identity using a participatory action research (PAR) method. The number of bi-ethnic/multicultural families and children is increasing in South Korea, matched with a rising xenophobia towards these groups. Thus, the need for research that captured the inner thoughts and feelings of children, through their own voices, seems of paramount importance for a more secure and authentic identity development. The findings from this research provided evidence through their own storybooks that bi-ethnic Korean children had individual identity experiences in different contexts through diverse development processes. …

Identifying Gifted African-American Students: A Case Study Of A Louisiana School System, Donna Lynn Sutton

Doctoral Dissertations

In 1995, the Office for Civil Rights conducted a compliance review of the Bayou Parish School System (a pseudonym) in Louisiana. The review revealed a statistically significant underrepresentation of African-American students in the Bayou Parish gifted program. This case study examined how African-American representation in a gifted program may be increased through the use of research-based interventions implemented by the Office for Civil Rights.

The researcher used both quantitative and qualitative methods to collect and analyze data. Documents from the Office for Civil Rights and the Louisiana Department of Education were examined to: (a) show patterns of African-American and nonminority …