Social and Behavioral Sciences Commons^™

Let's Talk: Csuglobal Conversations, Maria Ortuoste

csuglobalaction

No abstract provided.

Closing The Gap Between College Students: An Intergroup Dialogue Program To Reach Understanding And Reduction Of Disparities, Lilly Zhou

Honors Theses

The goals of the intergroup dialogue program are exploration and collective action. The goal of exploration is to spread awareness by presenting the situation. Several students are not aware that disparities between students exist, so this dialogue provided awareness of the issue. With increased understanding of each other, collective action can be taken. Actions by a small number of students are still steps taken to reduce the gap between the financially supported and not financially supported students. Action can look like spreading awareness of the issue, advocating for policy changes, and more.

The structure of the intergroup dialogue program required …

Building Constructive Interpersonal Communication Skills In Military Professionals: Generating A Culture Of Trust, April L. Baptiste Robertson

Critical and Creative Thinking Capstones Collection

Trust and open communication are interdependent and as a post 9/11 career Army leader, I have witnessed what appears to be the erosion of both within the military ranks. Military quality of life and mental health issues are on the rise, with compliance and prevention programs appearing to be less than impactful solutions. The resulting effects of which is a loss of trust and confidence in leadership. The research and findings presented within this synthesis strongly indicate that targeted training on interpersonal communication skills and counseling would simultaneously foster leader development and underpin a culture of trust and open communication. …

Course Modality And Dialogue As Predictors Of Postsecondary Student Success In Online Programs, Danielle Lawson

Walden Dissertations and Doctoral Studies

There is a growing demand for online education; however, online programs yield consistently lower student retention rates and student success. Students in online programs are typically nontraditional students from underrepresented populations in higher education. The purpose of this nonexperimental quantitative study was to determine whether dialogue (learner–learner, learner–instructor, and learner–content interactions) and course modality (traditional online and competency-based education [CBE] online) predicted student success (final course grade). Moore’s model of transactional distance served as the theoretical framework for this study, specifically the dialogue component. Participants were 127 online higher education students who took (successfully or unsuccessfully) a traditional online course …

Shapeshifting Power: Indigenous Teachings Of Trickster Consciousness And Relational Accountability For Building Communities Of Care, Ionah M. Elaine Scully

The Seneca Falls Dialogues Journal

Difficult dialogues are necessary work in order for communities to form coalitions, yet often these dialogues pose challenges for engaging in long-term work for social justice and systemic change. Power dynamics, microaggressions, and discomfort unlearning power and privilege can make long-term collaboration difficult. It is for this reason I discuss thinking of coalitions as communities of care and offer practical strategies for collaborating differently for sustainable action. Using Indigenous epistemology and methodology, Indigenous feminist and Indigequeer scholarship, as well as Indigenous land-based pedagogy and storytelling, I offer interventions using trickster teachings or trickster consciousness which I describe as comprised of …

(Re)Imagining A Dialogic Curriculum: Humanizing And Epistemically Liberating Pedagogies, Parise Carmichael-Murphy, Josephine Gabi Dr

Race and Pedagogy Journal: Teaching and Learning for Justice

This paper is a call to university leaders across the United Kingdom to stand in solidarity with racialized and racially minoritized students by embracing humanizing and epistemically liberating practices that open up possibilities for authentic dialogue and action. This dialogue should seek to resist the barriers which have resulted in the marginalization, and often systemic discrimination of racially minoritized students within higher education. We seek to illuminate the revolutionary leadership of university students, who have initiated the movement toward racial representation, multiple truths, and a more equitable curriculum that subverts the violence of Western cognitive imperialism. Black feminist thought informs …

Connection Over Correction: Engaging Students In Conversational Commitments For Effective Communication Across Difference And Difficulty, Jennifer Sandoval

Journal of Communication Pedagogy

In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge myself to invite students to develop their authentic …

A Discourse Analysis Of Student-To-Student Conversations In A Secondary School Physical Science Laboratory Setting, Jennifer Faith Oramous

Graduate Theses and Dissertations

This qualitative grounded theory study applies Discourse Analysis (DA) to focus on the student-to-student (SS) “productive conversation” occurring within groups engaged in several activities in a physical science laboratory with a goal to identify aspects and patterns of such conversation. In this study, Student-to-Student Productive Talk (SSPT) stated in relation to the accepted definitions of classroom productive talk. SSPT is on-topic discussion between students that meet the requirements of productive conversation such as visible thinking and argumentation. The form of analysis applied in this study was derived from Classroom Discourse Analysis by Cazden (2001), Gee (2014a; 2014b), and Rymes (2016). …

Preparing Pk-8 Teachers To Engage In Discussions Regarding Race, Mckenzie Hallstrom

Leadership Education Capstones

The purpose of this study is to discover what PK-8 teachers need to be prepared to engage in discussions regarding race with their students and to explore specific strategies to support teachers. Historically, Black students have been disadvantaged by the educational system and their voices silenced by pervasive racism. Using Critical Race Theory in education, this qualitative study will discuss barriers and strategies to engaging in race-discussions. This study will also discuss leadership implications for better supporting PK-8 teachers to be able to engage in race-discussions with their students. Ultimately, this study argues that PK-8 teachers are unprepared to engage …

A Continued Theatre Of The Oppressed, Tania S. Cañas Dr

Pedagogy and Theatre of the Oppressed Journal

Abstract: A Continued Theatre of the Oppressed

There have been calls within the Theatre of the Oppressed community for a development of a poetics of the oppressor, a form of Theatre of the Oppressor; as an extension and reimagining of Theatre of the Oppressed (Chinyowa 2014, Harrison &Weinblatt 2011) Such calls centre on three main points: a less binary framing of oppressor-oppressed, developing allyship from the oppressor who is in a resourced position to make material structural changes, and finally as a call towards an increased dialogue through inclusion. Theatre of the Oppressed has a close relationship with social change, …

Looking Within The Rainbow: An Action Research Project On The Rainbow Educators, Hannah Gray-Chambers

M.A. in Higher Education Leadership: Action Research Projects

The purpose of my research was to explore the importance of learning about oneself in order to teach others effectively. My overarching question was, how can I cultivate identity development and better equip Rainbow Educators (RE) as facilitators? A secondary question was: how can I create space for identity development and storytelling when people are in different developmental stages and have different experiences to help deepen the learning? Using Coghlan’s Spirals of Action Research as a guiding framework, I conducted one pre-cycle, a needs assessment, as well as three cycles of data collection. As a result of this study, I …

Managing ‘Send Her Back’: Civil Discourse And Educating For Democracy As Campus Culture, Jeremy Tuchmayer Phd, Dennis Mccunney Phd, Tara Kermiet

eJournal of Public Affairs

Until recently, Research University had a small culture of marches, protests, and other free speech actions. However, police involved shootings in Ferguson, Missouri, and Baltimore, followed by the 2016 summer of violence with the mass shooting in Orlando and more police-involved shootings in New York, Chicago, Minnesota, and Texas, dramatically changed the culture at Research University. During the 2016-17 academic year, Research University student organizations hosted more than 25 campus protests and demonstrations—relatively few compared to other institutions, but a large increase for our campus community. Even with wide-ranging topics -- from Black Lives Matter to Turning Point USA speakers …

Why Study Language? Discussing Language And Its Influence On Gender Discrimination, Katelyn Eisenmann

Honors Projects

An applied research project, with the culminating piece being a panel discussion that focused on the ways in which language use and structure contribute to attitudes and perceptions of gender within our society, and the politics that surround concepts of gender.

Eliminating The Oral Communication Requirement: A Response, Joseph M. Valenzano Iii

Basic Communication Course Annual

Authors was asked to prepare an essay as if they were writing a letter to their dean (whose academic training was in another discipline) who (1) asked that enrollment in each basic course section be increased to a level that compromises the pedagogy of the basic course or (2) proposed that the required basic communication course be eliminated from the university’s general education program.

Using Dialogue To Interrupt Legacies Of Exclusion, Incite Hope, Invite Change, And Increase Levels Of Awareness At Predominantly White Institutions With Diversity, Equity, And Inclusion Rhetoric, Amanda Meise

Electronic Theses and Dissertations

This dissertation questions how a predominantly white institution (PWI) could infuse dialogue to aid the implementation of diversity, equity, and inclusion (DEI) initiatives and invite institutional change. There has been an increased spotlight on racial tensions permeating predominantly white campuses with DEI initiatives; higher education scholars have identified several factors that prevent institutions from fostering inclusive spaces. This research addresses three specific hurdles for PWIs implementing DEI initiatives: (1) social amnesia characterized by romanticized versions of history; (2) a discontinuity between professed values and the goals of DEI initiatives with policy, structure, and experience; and (3) low awareness of privilege …

Toward A Framework For Interfaith Leadership, Barbara A. Mcgraw

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

Today there is a need for a vision of the world that takes account of religious, spiritual, and non-faith orientations in a way that promotes cooperation and resolves conflict. Educational programs that employ this article’s proposed four-dimensional interfaith leadership framework can contribute to that vision. Through dialogue for understanding and compassion, lens bias reflection and cognitive-affective frame-shifting, religious literacy, and leadership theory and practice, students can become socially conscious leaders who effect positive change in religiously diverse environments. This interfaith leadership framework is especially salient for Catholic institutions of higher education, but is readily extendable for use in other institutions.

Online Only Classes And Critical Dialogue: Toward A Faustian Bargain Ideal For Virtual Education, C. Kyle Rudick

Pedagogy and Theatre of the Oppressed Journal

As distance learning and Online Only Classes (OOCs) become more prevalent in higher education, it becomes increasingly urgent that critical-democratic educators continue to work toward a better understanding of liberatory praxis through technology. The goals of this essay are to explain why critical dialogue cannot be realized in OOCs, describe how blended brick-and-mortar/virtual classes may be advantageous for a critical agenda, and help orient future scholarship concerning critical pedagogy and technology toward a “Faustian bargain” ideal argued by Neil Postman. In order to reach these goals, I outline two types of educators that I believe have the most at stake …

Transformative Learning Facilitated Dialogue: As A Tool For Social Change An Autoethnography, Leslie A. Saulsberry

Doctoral Dissertations

It is my goal, through this autoethnography, to take you through a reflective journey and present to you my personal theory of how facilitated dialogue in the context of transformative learning, critical reflection, systems thinking, shared vision, and holarchy can create a paradigm shift in our personal consciousness, decisions, behaviors, practice, and social policies—social change. My objective is to show how each theory is like a stepping-stone in the path towards social change. The purpose of this living work is to offer an alternative way of creating a healthy and whole society by exploring how facilitated dialogue can lead to …

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 …

Dialogic Ethics: Leadership And The Face Of The Other, Karen Lollar

Journal of the Association for Communication Administration

Foundational to a relational ethic is the belief that healthy human existence requires respect for others, respect that does not work to reduce their otherness to the sameness that is familiar. It is not enough that the face of another person arouses awareness. What pragmatic action does it require? This article explores the application of a Levinasian ethic on day-to-day practice in the academy. Weaving together short vignettes from daily work practice with principles of ethics from Emmanuel Levinas (1969, 1997), the author concludes with a vision of the possibility of creating a dwelling place based on dialogic ethics as …

Not You/Like You, With You: Toward A Praxis Of Love, Learning, And Liberation In Teaching Efl Writing — On Zombies, De-Colonial Feminisms, And Freire In Efl Contact Zones, Jessmaya Morales

MA TESOL Collection

This paper explores EFL writing as a critical contact zone in which identity and subjectivity are found, denied, contested, de/constructed and occupied. The author opens with an account of a dream, utilized as a metaphor to examine EFL learning through the analytical lens of Paulo Freire’s Pedagogy of the Oppressed. The paper’s first section is a self-reflexive discussion of Freire’s pedagogy and why his unambiguous analyses of power, subjectivity, and the “banking system of education” are vital to the field of ELT. In the second section, the author discusses subjectivity, identity, and intersectionality as rooted in the work of …

Thinking Like Thinkers: Is The Art And Discipline Of An "Attitude Of Suspended Conclusion" Lost On Lawyers?, Donald J. Kochan

Donald J. Kochan

In his 1910 book, How We Think, John Dewey proclaimed that “the most important factor in the training of good mental habits consists in acquainting the attitude of suspended conclusion. . .” This Article explores that insight and describes its meaning and significance in the enterprise of thinking generally and its importance in law school education specifically. It posits that the law would be best served if lawyers think like thinkers and adopt an attitude of suspended conclusion in their problem solving affairs. Only when conclusion is suspended is there space for the exploration of the subject at hand. The …

Get Up, Stand Up: West Papua Stands Up For Its Rights: A Rebuttal Of The International Crisis Group Report No. 188, Radicalisation And Dialogue In Papua: West Papuans Unite Against Special Autonomy And For A Referendum On Independence, Jim Elmslie, Camellia B. Webb-Gannon, Peter King

Faculty of Social Sciences - Papers (Archive)

This report addresses the momentous events that have transpired in West Papua and its diaspora in recent months. A response to the recent International Crisis Group (ICG) report entitled Radicalisation and Dialogue in Papua1 is also necessary as it is being used as justification by the Indonesian government in two serious initiatives currently underway: the prosecution of activist leader Victor Yeimo on charges of 'rebellion' and the unfolding TNI military operations in the highlands of West Papua. One initiative may unjustly deprive a man of his liberty; the other will almost certainly cost the lives and livelihoods of innocent Papuan …

Dialogue As Performance. Performance As Dialogue, Laura Lynn

Antioch University Full-Text Dissertations & Theses

This dissertation is an arts-based qualitative study in Leadership and Change that describes the qualities of dialogue revealed through the felt experience of Native and non-Native American music composers engaged in a dialogue through music composition. The fifteen co-collaborators who participated in the study range in age from three-years-old to elders. The study is theoretically embedded within Performance Studies, Dr. Carolyn Kenny’s music therapy model Field of Play, and aesthetic philosophy. Methodologically, this work is expressed through performance ethnography and autoethnography and privileges textual and non-textual modes of account including photographs, video excerpts, poetry, and music manuscript. The text is …

Home Is New York .... A Self-Study Vocabulary Builder For Students Of English As A Second Language, Arun Narang

MA TESOL Collection

No abstract provided.