Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 8 of 8
Full-Text Articles in Education
Learning To Question The World: Navigating Critical Discourse Around Gender And Racial Inequities And Injustices In A Second And Third Grade Classroom, Christopher L. Hass
Learning To Question The World: Navigating Critical Discourse Around Gender And Racial Inequities And Injustices In A Second And Third Grade Classroom, Christopher L. Hass
Theses and Dissertations
This qualitative study, situated within a critical theory frame (Friere, 1970; Grant, Brown, & Brown, 2016; hooks, 1994; Kincheloe, 2008), explored the ways elementary students engaged in and constructed meaning from critical classroom discussions exploring inequities and injustices as related to gender and race. The questions guiding the study were: (1) How do my students construct meaning during class discussions regarding issues of equity and injustice around gender and race?, (2) What role do I play in constructing, shaping, and maintaining opportunities for students to create meaning during these discussions?, and (3) What tensions do my students encounter when engaging …
Conversations With Chris: Discussing Racial Diversity In A Professional Book Club, A. Brennan Davis
Conversations With Chris: Discussing Racial Diversity In A Professional Book Club, A. Brennan Davis
Theses and Dissertations
The purpose of this qualitative action research study was to understand and describe the experiences and the effects of one high school teacher’s membership in a professional development book club focused on issues of racial diversity with the overall aim of change toward equitable teaching practices through the following actions: confronting personal biases, discussing and reflecting on personal experiences and beliefs, questioning and critiquing personal beliefs and teaching practices, interacting with other professionals and with the readings in a supportive environment in which we celebrated and supported articulations of social justice or positive change. Thematic analysis was used to analyze …
“Porque Hací Ya Conocemos”: Dialogic Ways Of Knowing Through Digital Learning Communities And Critical Coaching, Melissa Summer Wells
“Porque Hací Ya Conocemos”: Dialogic Ways Of Knowing Through Digital Learning Communities And Critical Coaching, Melissa Summer Wells
Theses and Dissertations
The purpose of this qualitative action research case study was to create dialogic, power-sharing spaces that recognized the diverse ways of knowing that teachers, families, and students brought to mutually-constructed learning environments through two strategies, digital learning communities and critical coaching. Specifically, the study explored how families, teachers, and students engaged in digital learning communities; how these parties exercised power in these digital spaces; and how critical coaching partnerships formed between teachers and literacy coaches. The researcher (a literacy coach) engaged in a critical coaching partnership with an early childhood educator over the course of four months. Engagements in this …
"All The Trappings Of Racism Are Here, And I Live In Them": Resistance, Counterspace, And Identity Socialization As Afro-Caribbean Women Raise Second Generation Immigrant Sons And Grandsons In A Racialized U.S. Southeastern State, Michelle D. Grace-Williams
"All The Trappings Of Racism Are Here, And I Live In Them": Resistance, Counterspace, And Identity Socialization As Afro-Caribbean Women Raise Second Generation Immigrant Sons And Grandsons In A Racialized U.S. Southeastern State, Michelle D. Grace-Williams
Theses and Dissertations
This nine-month narrative inquiry explored the experiences of four Jamaican immigrant women (two mothers and two grandmothers) living in a southeastern U.S. state to gain insights about how they ethnic-racially socialize their second generation immigrant sons or grandsons in this racialized context. Research questions guiding the study were: (a) How do the women perceive racism in the U.S.? How do they choose to self-identify? What connection, if at all, exists between their perceptions of racism and how they choose to raise their children or grandchildren? (b) What ethnic-racial messages do they transmit to them and what purposes do they serve? …
Learning To Become Culturally Responsive Critical Inquirers: A Never Ending Journey, Susana Priscila Alvarado Cordova
Learning To Become Culturally Responsive Critical Inquirers: A Never Ending Journey, Susana Priscila Alvarado Cordova
Theses and Dissertations
This dissertation explores the nuances of becoming a culturally responsive critical inquirer. A postcritical ethnographic case study offered the frame to describe my attempts to produce and implement culturally responsive curriculum with two teachers in a bilingual second grade classroom. Data included participant observations over a six–month period, field notes from classroom observations, interviews to different stake holders, and documents and artifacts analysis. I used narrative to provide an ethnographic description of the site, and to describe the research participants and our interactions. I did so in order to describe the ways in which personal histories, school, and district structures, …
Discursive Intersections: Tracing The Becoming Of Pre-Service Teachers - An Action Research Study, Elizabeth Mccall Bemiss
Discursive Intersections: Tracing The Becoming Of Pre-Service Teachers - An Action Research Study, Elizabeth Mccall Bemiss
Theses and Dissertations
The purpose of this study was to construct knowledge about the intersections between a teacher educator’s discourses and pre-service teacher identity performances in a university classroom. The researcher used Mills’ (2011) action research design to examine the ways she intersected with the identity performances of 24 pre-service teachers in a literacy methods course. Data collection included audio recordings and transcriptions of class sessions, a teacher journal, written communication between teacher and students, and course assignments. Thematic analysis and methods of discourse analysis were used to identify patterns across pre-service teachers’ performances in the classroom. Findings revealed multiple, fluid, dynamically evolving, …
Investigating The Relationship Between Arabic-Speaking Iraqi Refugee Families And The Schools Their Children Attend, Saad K. Bushaala
Investigating The Relationship Between Arabic-Speaking Iraqi Refugee Families And The Schools Their Children Attend, Saad K. Bushaala
Theses and Dissertations
This study investigated the relationships between Arabic speaking Iraqi refugees and teachers in the schools their children attended as perceived by parents and teachers. Specifically, this study explored the communication processes utilized by the Iraqi refugees, their children’s teachers, and their schools. Using a qualitative methods approach, this study also examined the multiple literacy forms and “funds of knowledge” that these families exhibited and utilized in support of their children’s learning. I also looked at the methods and practices that Arab refugee families living in the South used to preserve their heritage language and culture. I read and analyzed the …
From Communities Of Practice To Classroom Communities Of Inquiry: Engaging Students In Meaning Construction, Scott Gregory Johnson
From Communities Of Practice To Classroom Communities Of Inquiry: Engaging Students In Meaning Construction, Scott Gregory Johnson
Theses and Dissertations
Gordon Wells (2001) stated that policy makers and educational planners believe there is a crisis in public education. These individuals talk about improving the “delivery of a standardized education” (p. 172) and creating nation-wide assessments that ensure particular outcomes. On the other hand, Wells (2001) discussed academic researchers who are interested in students achieving “depth of understanding” by emphasizing the importance of inquiry, construction of knowledge, and collaboration. Unfortunately, Wells (2001) also believed that the daily practice of classroom teachers lies somewhere between these two perspectives, meaning their teaching practices may not always align with their teaching philosophy. This research …