Education Commons^™

Promoting Family Professional Partnerships Among Refugee Families Through Community-Based Participatory Action Research, Gabriel T. Mcgann

Graduate College Dissertations and Theses

The purpose of this Community-Based Participatory Action Research (CBPAR) study was to work with local stakeholders involved in the RAFT (Relationships Among Families and Teachers) Project pilot study (Haines & Reyes, 2022a) to identify the constructs necessary to understand the impacts of RAFT implementation and build a tool to assess those constructs. The Participatory Action Research Team (PART) involved in this study included school administrators, Multilingual (ML) teachers, classroom teachers, home-school liaisons, and families. The PART participated in three focus groups and eight cognitive interviews to develop an understanding of the goals of RAFT implementation and design a survey to …

Sense Of Place And Ways Of Knowing: The Landscape Of Experience For Black, Indigenous, And People Of Color In Natural Resources, Environmental Education, And Place Based Learning, Marie Cadiz Vea

Graduate College Dissertations and Theses

This collaborative qualitative research addresses challenges faced by Black, Indigenous, and People of Color (BIPOC) in higher education and environmental programs as a result of academic imperialism (Chilisa, 2012) and epistemic injustice (McKinnon, 2016), as well as other systemic challenges that marginalize, diminish and invisibilize ways of knowing and narratives of Black, Indigenous, and People of Color. Historic and ongoing erasure of Black, Indigenous, and People of Color from the Land contributes to the perception and narrative that BIPOC are disinterested in environmental issues.

Using a strengths-based perspective, I alongside a circle of nine leaders in the environmental fields collectively …

Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School, Rebecca Haslam

Graduate College Dissertations and Theses

ABSTRACT

The shift in the nation’s political climate between 2016-2019 has exacerbated the longstanding pervasive issues of racism and discrimination against People of Color and those marginalized by societal inequity. This has serious implications for teaching and schooling, as it causes children to feel unsafe, question their sense of belonging, and internalize racial oppression. Indicators of inequitable school experiences for Students of Color and students from marginalized identity groups warrant attention to the socially determined facets of public education: specifically a sense of school belonging (SOSB) for Students of Color, the impact of racial trauma, the patterns of social engagement …