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- And Storytelling (1)
- Andean Studies (1)
- Canon Formation (1)
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- Decolonial Gestures (1)
- Dinetáh (1)
- Diné (the People) (1)
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- Game-based learning (1)
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- History of Secondary Education (1)
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- Ideology (1)
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- Reader-response theory (1)
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- Sa’ah Naagháí Bik’eh Hózhóón (SNBH) (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Pakistani English Language Teachers’ Preparedness: An Investigation Of Ideological Meaning-Making In Higher Education Institutions In Pakistan, Yasir Hussain
Language, Literacy, and Sociocultural Studies ETDs
This research study is an attempt to understand the ideological preparedness of English language teachers at the higher education institutions (HEIs) in Pakistan. The construct of preparedness is unique in this study because the phenomenon of preparedness is simplified for pedagogical methodologies and teaching practices. This study is a journey of understanding ideology, its representations through discourse, and its enactment through discursive practices of the participant-teachers. In this hermeneutical phenomenological study, I used interview texts as the data source and critical discourse analysis (CDA) as the analytical framework. The participants included 15 English language teachers at nine different HEIs in …
Decolonial Gestures Of Andean Bilingual College Students Promoting Quechua: Community-Based Participatory Research With Photovoice, Yuliana H. Kenfield
Decolonial Gestures Of Andean Bilingual College Students Promoting Quechua: Community-Based Participatory Research With Photovoice, Yuliana H. Kenfield
Language, Literacy, and Sociocultural Studies ETDs
Andean college students in Cusco, Peru, struggle to overcome discrimination against bilingualism during their pursuit of higher education. To examine this situation and possibilities for change, I employed a participatory method, photovoice (Wang & Burris, 1994) within a community-based participatory research framework, to facilitate Quechua-Spanish bilingual college students’ exploration of Quechuan practices in their university. Participatory research methodology promoted critical dialogues to challenge ideologies that have obstructed the revitalization, maintenance, development of the Quechua language in higher education. Although university policies in Cusco formally promote inclusion of indigenous knowledge and practices, bilingual Spanish-Quechua practices on campus have remained largely symbolic. …
Diné Epistemology: Sa’Ah Naaghái Bik’Eh Hózhóón Teachings, Vangee Nez
Diné Epistemology: Sa’Ah Naaghái Bik’Eh Hózhóón Teachings, Vangee Nez
Language, Literacy, and Sociocultural Studies ETDs
Sa’ah Naaghái Bik’eh Hózhóón (SNBH) is Diné epistemology, a complex system of knowledge encompassing two paradigms: Beauty Way (Hózhóójii-female) and Protection Way (Naayée’ k’egho-male), with hózhó at its core. The study examines personal narratives of SNBH through lived experiences toward hózhó. The literature review looks at Diné worldview from the perspective of published Diné scholars on SNBH for Diné youth. This qualitative case study approach, using Indigenous epistemology and Indigenous research methodology framework, allowed for intensive descriptions and analysis of SNBH. The interviews explored participants’ lived experiences using narrative inquiry to understand SNBH. The findings …
Video Games And Virtual Reality As Classroom Literature: Thoughts, Experiences, And Learning With 8th Grade Middle School Students, Miles M. Harvey
Video Games And Virtual Reality As Classroom Literature: Thoughts, Experiences, And Learning With 8th Grade Middle School Students, Miles M. Harvey
Language, Literacy, and Sociocultural Studies ETDs
This qualitative study utilized video games and virtual reality in an eighth-grade public middle school media literacy elective classroom in which the head researcher was also the official teacher for the students in the study. The nineteen students and their teacher used video games in small groups for five consecutive weeks. The teacher and nineteen students recorded data about their thoughts, experiences, and learning as they played in the classroom. Students responded to open-ended reader-response questions about their experiences after playing video games each day for forty-five minutes. Students reflected about their experiences in a thought journal. The teacher responded …
Teachers’ Professional Identity Construction: A Narrative Inquiry Of Non-Native English Speaking Teachers In Saudi Arabia, Mustafa Abdo Hersi
Teachers’ Professional Identity Construction: A Narrative Inquiry Of Non-Native English Speaking Teachers In Saudi Arabia, Mustafa Abdo Hersi
Language, Literacy, and Sociocultural Studies ETDs
This qualitative study examineshow five in-service male non-native English speaking teachers (NNESTs) constructed and negotiated their professional identity as teachers to make meaning of their lived experiences in an EFL milieu, a Saudi Arabian university. The study also explores the challenges related to NNESTs’ teaching lives and how they negotiated them as they constructed their professional identities. I approached the studied phenomena by employing a narrative inquiry method. Data were collected through semi-structured interviews and an autobiography. The study draws on Clandinin and Connelly’s framework of three-dimensional space (temporality, sociality, and place), Bourdieu’s theory of forms of capital,and Gee’s …
Historical Traditions And Critical Perspectives: An Exploration Of The Textual And Pedagogical Choices Of Four Language Arts Teachers In An Urban, Diverse Secondary School, Annmarie L. Sheahan
Historical Traditions And Critical Perspectives: An Exploration Of The Textual And Pedagogical Choices Of Four Language Arts Teachers In An Urban, Diverse Secondary School, Annmarie L. Sheahan
Language, Literacy, and Sociocultural Studies ETDs
Even as current critical research in the teaching of English calls for a widening of traditional secondary texts and curricula choices, the presence of certain district, local, and state policies continue to permeate classrooms in extensive and oppressive ways that have limited the literature, the instructional strategies, and the autonomy that teachers bring into educational spaces. This qualitative study examines the pedagogical choices of four secondary language arts teachers within the framework of both historical and critical perspectives on the teaching of literature and within the realities of a high-stakes, evaluative teaching environment. Utilizing participatory action research (PAR) and collaborative …