Education Commons^™

Choral Music Educator Pedagogies For Multilingual Learner Inclusion: A Critical Multiple Case Study, Austin Cole Norrid

Theses and Dissertations--Music

Multilingual learners are the fastest growing student population in US public schools. The purpose of this critical multiple case study was to discover three music teachers’ and one Multilingual Learner resource teacher’s perspectives on the strengths and areas of growth in pedagogies for teaching Multilingual Learners in choral music ensembles. Common areas of strength included: student-centered learning, culturally responsive teaching, and positive classroom environment. Common areas of growth were: multilingual teaching strategies, knowledge of diverse repertoire, community and culture, and multilingual learner empowerment.

Instructors’ And Students’ Attitudes And Practices Towards Using Critical Pedagogy In Taiwan, Chiaping Jennifer Chang

Graduate Research Theses & Dissertations

The purpose of the study is to investigate instructors’ and students’ attitudes and practices towards using critical pedagogy (CP) in Taiwan. This study integrates critical theory and emphasizes the necessity of examining the historical, political, social, and language education contexts. Respondents included 68 instructors and 265 college EFL students in Taiwan. This study used mixed-methods, which combined quantitative and qualitative data collection. The quantitative data used two instruments developed by the researcher: 1) the critical pedagogy inventory for instructors and, 2) the critical pedagogy inventory for students. The qualitative data were collected through interviews with six instructors and six student-focus …

Intersecting Stories: Cultural Reflexivity, Digital Storytelling, And Personal Narratives In Language Teacher Education, Julie Vivienne Dell-Jones

USF Tampa Graduate Theses and Dissertations

This narrative inquiry dissertation explores stories from three students over a two-year trajectory as they develop into language educators in diverse contexts. The study begins in a teacher education course focused on technology for language teaching in English as a second language (ESOL) and foreign language education (FLE) classrooms. As instructor, I implemented a digital storytelling (DS) project with the pedagogical goal of supporting the much-needed practice of reflexivity, and specifically, reflexivity of intercultural competence (IC) and culturally-responsive pedagogy (CRP). The DS, as an autoethnographic multimodal narrative activity, provided a creative outlet for undergraduate and master’s level students to explore …

Teaching The U.S. Civil Rights Movement And Its Legacy Through Critical Pedagogy In A Taiwanese High School, Ming-Kuo Hung

Doctoral Dissertations

This dissertation analyzes a Taiwanese learning experience about the U.S. Civil Rights Movement. Taiwanese formal education includes this topic in secondary education. However, a paucity of previous studies described the racial and social meaning of this learning experience. Launching an educational project with a critical-pedagogy approach, this study invited 18 Taiwanese high school students to discuss their understanding of race, racism, and social justice in Taiwan, after learning about the U.S. experience. The rationale of analyzing student participants’ comments rests on critical race theory.

This study applied a critical-ethnography approach to qualitative research to analyze student participants’ learning experiences. The …

"Let Me Tell You What I See" Creating A Culturally Relevant Arts Based Education Through The Use Of Photography And Storytelling, William Tran

Master's Projects and Capstones

There are many constructs that can hinder the ability of students of color to succeed in a classroom environment. Factors such as the construct of whiteness, microaggressions, the banking method, as well as cuts in arts based classes create a learning environment where oppression occurs on multiple levels. The construct of whiteness creates an environment in which only the ideas, values, lived experiences, and knowledge of whites are considered valid. Microaggressions uphold the construct of whiteness by insulting and invalidating any ideas, values, lived experiences, languages, and knowledge that are outside the construct of whiteness. The constructs of whiteness as …

Queering Social Justice Curricula Within Higher Education, Kate P. Cabot

Master's Projects and Capstones

Within higher education, social justice education has gained significant ground. While issues of gender, race, and class are increasingly addressed and incorporated into classes there remains a lack in inclusive curricula and pedagogies within colleges and universities when it comes to issues of gender and sexual identity. The social construction of gender and sexualities remains overlooked on the majority of college and university campuses, as well as the discrimination faced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) students unaddressed within curricula. The representation of the LGBTQIA community can be attended to within classrooms, campuses, and curriculums in …

Media Literacy And The English As A Second Language Curriculum: A Curricular Critique And Dreams For The Future, Clara R. Madrenas

Electronic Thesis and Dissertation Repository

This thesis investigates whether or not the Ontario English as a Second Language/English Literacy Development (ESL/ELD) curriculum imparts the critical literacy skills necessary for students to deconstruct the multimedia messages with which the contemporary world is saturated, in order to function as informed, agentic citizens of Ontario society. Using foundations of cultural theory, radical critical pedagogy, and critical race theory, particularly the work of James Paul Gee, Henry A. Giroux, Paulo Freire and Michael Apple, this thesis explores the ways in which the current ESL/ELD curriculum can be found lacking due to its enforcement of the banking model of education, …

Reflections In The Classroom: Perspectives On Teaching For Social Justice From Secondary Social Studies Educators, Gregory Lee Samuels

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to describe and explain the perspectives of five secondary social studies educators who identified with teaching for social justice. The following research questions guided the study: How do educators who identify with social justice perceive teaching for social justice?; In what ways do educators who identify with social justice facilitate a social justice education?; What experiences prompt educators to teach for social justice in the classroom?; In what ways are educators challenged and rewarded while facilitating a social justice curriculum within the secondary social studies classroom? This qualitative study employed semi-structured interview questions and …

"These Rights Go Beyond Borders And Pieces Of Paper": Urban High School Teachers And Newcomer Immigrant Youth Engaging In Human Rights Education, Juliet A. Schiller

Doctoral Dissertations

This qualitative study explored the ways that two ninth and tenth grade teachers and their newcomer immigrant students engaged in HRE using elements of critical pedagogy at an urban pubic high school. Research data included eight months of classroom observations and interviews with two teachers and nineteen of their students across four of their classrooms. In this study, the complexity of engaging in HRE with newcomer students was brought to light as two teachers enacted their vision of critical pedagogy, human rights content and learning goals, as well as English language instruction.

The findings in this study conveyed that engaging …

Meanings And Typologies Of Duboisian Double Consciousness Within 20th Century United States Racial Dynamics, Marc E. Black

Graduate Masters Theses

Americans still have more work ahead before we can come together and laugh together as a race-conscious people. This thesis is about the sad and painful work we need to do so we can heal and rejoice as a truly free and equal partnership of all our various communities. To tie ourselves together through and after our healing of our racial conflicts, we will share a special intimacy, a human connection, where our shared culture, our partnership, (overlapping with our primary cultures) includes our high proficiency at understanding how we appear to each other. This new cultural understanding and partnership …