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Culturally Responsive Teaching: High School Teachers Reflecting On Multicultural And Global Education, Giselle Pardo De Rincón
Culturally Responsive Teaching: High School Teachers Reflecting On Multicultural And Global Education, Giselle Pardo De Rincón
Doctor of Education (EdD)
This study explored the challenges and benefits teachers face in implementing culturally responsive teaching, multicultural education, and global education and their impact on student learning, community integration, and sense of belonging. Through qualitative narrative research, I investigated how high school educators could create inclusive classroom environments. Four high school teachers from a suburban high school in Oregon, aged 21 or older, participated in semi-structured interviews focused on culturally responsive teaching, multicultural education, and global education. The research aimed to uncover high school teachers’ experiences across different career stages, offering insights to support educators and inform policy and teacher preparation programs, …
Why Knowing How To "Engage" Cross-Culturally Matters: Kenyan Principals' Experiences In Cross-Cultural Collaboration, Andrea Nelson
Why Knowing How To "Engage" Cross-Culturally Matters: Kenyan Principals' Experiences In Cross-Cultural Collaboration, Andrea Nelson
Doctor of Education (EdD)
How Kenyan principals engage cross-culturally may provide applicable approaches for others in education. This study sought to examine how Kenyan principals navigate the complexities of working in such a diverse country as Kenya, with over 40 native tribes. Through the interview process the principals shared their many challenges working cross-culturally, but more importantly, what strategies and approaches they use to navigate these complex relationships. This study also examined how these strategies and approaches align with the current cultural frameworks; cultural competence, cultural intelligence and cultural humility. The findings show that Kenyan principals use multiple approaches that align with all three …
A Critical Analysis Of Multiculturalism, Cultural Competence, And Cultural Humility: An Examination Of Potential Training Opportunities For Pre-Service Teachers, Elizabeth A. Nolan
A Critical Analysis Of Multiculturalism, Cultural Competence, And Cultural Humility: An Examination Of Potential Training Opportunities For Pre-Service Teachers, Elizabeth A. Nolan
Doctor of Education (EdD)
This dissertation is a critical analysis of the concepts of multiculturalism, cultural competence, and cultural humility. The intent is to examine the historical background of these concepts, the changing demographics of the United States that are forcing an assessment of the meaning of these terms (especially the frequently used notion of multiculturalism), and comparison of cultural competence and cultural humility. The dissertation also engages in a reflection on new possibilities and opportunities offered by a focus on cultural humility for pre-service teacher training.