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Doctoral Dissertations

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Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu Jan 2019

Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu

Doctoral Dissertations

The motivation for this research is the subordinated position of writing in Japanese language education. As many studies indicate, writing in Japanese language education is often perceived as a space for teachers to monitor learners’ acquisition of grammar structures and kanji (Hirose, 2015; Kumagai & Fukai, 2009; Ramzan & Thomson, 2013). Such discourse of writing conceives Japanese writers, especially elementary writers, as individuals who have little agency in making meaning.

The purpose of my dissertation study is to explore alternative discourses of writing that position elementary Japanese language learners as agentive meaning-makers. For this inquiry, first, I explore literatures that inform this dissertation study. This literature review explores systemic functional linguistics, or SFL, which explicitly situates one’s meaning-making in a social context. This review also explores critical instantiations of SFL, which emerged across disciplines. Then, I design a conceptual framework that is essential for my inquiry. I revisit (critical) SFL theories of text and context, and weave them together with post-structuralist theories of identity to investigate collegiate Japanese language learners’ identity and their meaning-making. Based on this conceptual framing, I propose a new pedagogy. This pedagogy resides in literacy practices which enhance learners’ awareness of linguistic choice in a social context (Rose & Martin, 2012), while it also actively incorporates literacy practices in which individuals can invest their time and effort in negotiation with their future affiliation (Norton Peirce, 1995; Norton 2013). I utilized this pedagogy to teach a personal narrative genre in a US college level elementary Japanese course. By drawing on Fairclough’s critical discourse analysis (1989; 1992; 2003), I conducted textual analysis on each participant’s personal narrative texts and interpreted the linguistic cues in reference to their negotiations with identities and ...


A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin Jan 2019

A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin

Doctoral Dissertations

This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173 ...


Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro Jan 2019

Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro

Doctoral Dissertations

This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders ...


Developing Intercultural Competence Through Online English Language Teaching, Didem Ekici Dec 2018

Developing Intercultural Competence Through Online English Language Teaching, Didem Ekici

Doctoral Dissertations

With an increasing number of refugees and immigrants in European and American classrooms, teachers need to be prepared to meet their varied and complex needs. In particular, to help these diverse students succeed, teachers need to be interculturally competent, which is a combination of many skills including attitude, linguistic and cultural awareness, empathy, and flexibility. However, developing these skills not only takes theoretical knowledge but also hands-on training and practice. While many programs in school of education provide experiential practicum projects and online collaborations with diverse students, they have not expanded to the population in war zones. Moreover, a review ...


The Impact Of Ancestral Language Maintenance On Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study, Micaella Elizabeth Colla Dec 2018

The Impact Of Ancestral Language Maintenance On Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study, Micaella Elizabeth Colla

Doctoral Dissertations

There is insufficient research on the cultural identity formation of White immigrant descendants who have experienced ancestral language loss. This phenomenological qualitative study conducted in San Francisco, California explored the experiences and perceptions of seven White immigrant descendants in response to these questions: (1) What is the role of L1 (mother tongue) maintenance on identity maintenance among White immigrant descendants? (2) How do immigrant descendants view their cultural identities in the absence of their ancestral languages? And (3) How might educators encourage second language and culture acquisition, while protecting students’ first languages and cultures? Research data included narratives from in-depth ...


Vocabulary-Learning Strategies Of Students Learning Chinese As A Foreign Language In An Intensive-Training Setting, Yan Wang May 2018

Vocabulary-Learning Strategies Of Students Learning Chinese As A Foreign Language In An Intensive-Training Setting, Yan Wang

Doctoral Dissertations

Compared with the research on vocabulary-learning strategies in the field of teaching English as a second or a foreign language, the research on the strategy use of Chinese-as-a-foreign-language (CFL) students, especially CFL students in an intensive-training setting, is scarce. The relationship between CFL students’ vocabulary-learning-strategy use and their learning outcomes remains underresearched. Therefore, this mixed-methods study was conducted to investigate the strategy use of CFL students in learning Chinese vocabulary words in an intensive language program and its relationship to students’ learning outcomes.

A total of 137 beginning to advanced students enrolled in the program participated in the study. The ...


Critical Peace Pedagogies At The American Center For Civil And Human Rights And The Canadian Museum For Human Rights: A Comparative Case Study, Ion Vlad Jan 2018

Critical Peace Pedagogies At The American Center For Civil And Human Rights And The Canadian Museum For Human Rights: A Comparative Case Study, Ion Vlad

Doctoral Dissertations

The struggle for racial equity in the United States and Canada is ongoing. Troubled historical legacies in both countries have present-day implications. African Americans and Indigenous Canadians are still two of the most marginalized populations from the standpoint of socioeconomics and political representation (Giroux, 2013; Vickers, 2012). In order to redress these problems, human rights and peace education have to pose structural questions and expose systemic unbalances. In the recent past, neoliberalism has had a major influence on the organization and content of American and Canadian formal education, obscuring some of these structural questions (Ravitch, 2013). In this context, human ...


Exploring Factors Influencing The Willingness To Communicate Among English-As-A-Second Language University Students, Chi-Fang (Michelle) Chang Jan 2018

Exploring Factors Influencing The Willingness To Communicate Among English-As-A-Second Language University Students, Chi-Fang (Michelle) Chang

Doctoral Dissertations

This present study anchored its inquiry in English oral communication and learning English as a second language. The purpose of the study was to explore the factors that influence the willingness to communicate (WTC) of ESL university students from the perspectives of both the students and their oral communication professor. Since the 1980s, WTC among ESL university students has attracted increasing attention because helping them communicate authentically is essential. WTC is correlated with overall English language proficiency because of its equal weight with the other language skills. Therefore, ESL students have targeted WTC as a vital skill. However, research on ...


The Use Of Ell Specific Assessment Accommodations: A Comparative Case Study Of Classroom Practices, Natalia Yeremina Ward Aug 2017

The Use Of Ell Specific Assessment Accommodations: A Comparative Case Study Of Classroom Practices, Natalia Yeremina Ward

Doctoral Dissertations

Access and equity of instructional and assessment practices used with English Language Learners (ELLs) have been in the forefront of educational research. In recent years, the developments in computerized assessment design and the prevalence of Universal Design for Learning have complicated the already complex terrain of literacy and language instruction and assessment of ELLs. Within this context, the present study focuses on the daily experiences of two third-grade ELLs in a small city school system in the southeast United States. Through classroom observations, interviews with teachers and administrators, and document analysis, this comparative ethnographic case study aims to explore systematic ...


Exploring The Racial And Gender Identity Formation Of Men Of Color In Student Leader Roles Who Have White Women Supervisors And Advisors In Higher Education, Alejandro Frank Covarrubias Jan 2017

Exploring The Racial And Gender Identity Formation Of Men Of Color In Student Leader Roles Who Have White Women Supervisors And Advisors In Higher Education, Alejandro Frank Covarrubias

Doctoral Dissertations

Daily experiences of isolation and invalidation create adverse campus climates that often lead to men of color dropping out of higher education. Student leadership positions can increase feelings of belonging, provide greater access to campus resources and increase retention for men of color, particularly when they centralize identity exploration. White women are overrepresented in student affairs direct student contact positions in higher education and are likely to supervise and/or advise men of color student leaders, but many student affairs professional are not properly trained to supervise or advise through an identity-based framework. This study explored: how do men of ...


Teaching The U.S. Civil Rights Movement And Its Legacy Through Critical Pedagogy In A Taiwanese High School, Ming-Kuo Hung Jan 2017

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 ...


Understanding Translanguaging And Identity Among Korean Bilingual Adults, Nancy Ryoo Jan 2017

Understanding Translanguaging And Identity Among Korean Bilingual Adults, Nancy Ryoo

Doctoral Dissertations

This qualitative study, conducted at a Northern California university, explored how six Korean bilingual adults expressed their unique identities while utilizing both Korean and English in their daily and academic lives. The six study participants shared their journeys as bilingual adults who migrated to the United States from South Korea to attend graduate school. Several will return to South Korea at the conclusion of their graduate studies. Research data included narratives from in-depth personal interviews as well as focus group discussions.

This qualitative study postulated that translanguaging is commonly observed within bilingual/multilingual populations and can be utilized as a ...


Relative Importance Of Anxiety And Motivational Variables In Predicting Language Achievement For College Learners Of Chinese, Qi Wang Jan 2017

Relative Importance Of Anxiety And Motivational Variables In Predicting Language Achievement For College Learners Of Chinese, Qi Wang

Doctoral Dissertations

The growing worldwide enthusiasm in learning Chinese calls for more research on learner characteristics in Chinese classrooms to better inform teaching practice. Language anxiety, which falls under the umbrella of learner’s affect, is considered an important affective aspect that negatively influences language learning and acquisition. As research on language anxiety mainly focused on the learning of Western languages, this study constitutes an initial attempt to investigate anxiety in the learning of Chinese through the testing of a structural model. The purpose of the study was to examine the relative importance of language anxiety in predicting Chinese achievement when motivation ...


Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino Jan 2017

Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino

Doctoral Dissertations

How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the ...


Verbal -S Productions In The Structured Writing Samples Of Variable Aae-Speaking Fourth-Grade Students With And Without Language Impairment, Jacklyn High Felton Jan 2017

Verbal -S Productions In The Structured Writing Samples Of Variable Aae-Speaking Fourth-Grade Students With And Without Language Impairment, Jacklyn High Felton

Doctoral Dissertations

Researchers in speech-language pathology and ethnolinguistics have worked to gain knowledge about typical and atypical language patterns of African American children who are identified as African American English (AAE) dialect speakers. Much progress had been made, but limitations in this field of knowledge have persisted, especially for AA children who demonstrate variable use of AAE, presumably through the process of assimilation in the school setting. Therefore, more information is needed to provide diagnostic markers for deviations in typical language development for variable AAE-MAE speakers. Prior empirical research has found that third- and fourth-grade AAE-speaking children with typical language development overtly ...


Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara Jan 2017

Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara

Doctoral Dissertations

Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in ...


Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry Dec 2016

Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry

Doctoral Dissertations

In the last 40 years, there has been a shift in where deaf and hard-of-hearing (d/hh) students have been educated (Foster & Cue, 2009), with a majority of d/hh students now spending at least part of their school day in the general education classroom instead of residential or day-schools for the deaf. Many of these students receive specialized support from an itinerant teacher. D/hh children have unique language needs due to their access (or lack thereof) to natural language for acquisition purposes. Insufficient access to language, ASL or English, may be due to: delays in identification and/or ...


Nuancing Human Rights Discourse And Practice: Perspectives From Myanmar, Amy Marie Argenal Jan 2016

Nuancing Human Rights Discourse And Practice: Perspectives From Myanmar, Amy Marie Argenal

Doctoral Dissertations

Through a participatory action research project with human rights activists in Myanmar, this study builds on discourse around inherent power imbalances in international human rights work by highlighting voices often left out of the human rights discourse. Using postcolonial and third world feminist frameworks, this research offers analysis of ten research participants’ narratives on their relationship with human rights discourse and a discussion of their practice. By looking at questions of how community activists from Myanmar engaged in a human rights discourse, the study offers nuanced understandings and critical analysis of how and why certain activists will embrace or reject ...


Arabic Teachers' Perception Of An Integrated Approach For Teaching Arabic As A Foreign Language In Colleges And Universities In The United States, Abeer Al-Mohsen Jan 2016

Arabic Teachers' Perception Of An Integrated Approach For Teaching Arabic As A Foreign Language In Colleges And Universities In The United States, Abeer Al-Mohsen

Doctoral Dissertations

This study examines the perception of Arabic teachers on whether an integrated approach is critical for students’ communicative competence in Arabic. Additionally, the study attempts to uncover what might be potential barriers to the integrated-approach program-wide implementation in the field of Teaching Arabic as a Foreign Language in higher education institutes in the United States. Although many studies investigated students’ perception of learning Modern Standard Arabic (MSA) only, few studies focused on teachers’ perceptions of the issue and understanding of what communicative Arabic instruction should entail.

Using a mixed-method study, the researcher conducted the study in two sequential phases: a ...


Building Communicative Competence: An Evaluation Of The Effectiveness Of An Intensive Japanese-Language Program, Yukiko Konishi Jan 2016

Building Communicative Competence: An Evaluation Of The Effectiveness Of An Intensive Japanese-Language Program, Yukiko Konishi

Doctoral Dissertations

Even though language-program evaluations provide educators with various types of information on teaching practices and the programs in which they work, insufficient literature discusses issues related to language-program evaluation. This mixed-methods study examined the effectiveness of a Japanese-language program offered at a government-sponsored Institute located in northern California on language-program evaluation and developing communicative competence at postsecondary schools.

Data comprised two sets of surveys, six individual interviews, and one group interview. Survey respondents were 35 former students of the institute and 12 Japanese instructors who are currently teaching Japanese or have taught Japanese at the Institute. Of the 35 students ...


Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond Jan 2016

Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond

Doctoral Dissertations

Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one ...


Positionality And Its Effects On Pedagogy: Examining The Identity Categories Of Race, Class, And Gender Of English As A Second Language (Esl) Preservice Teachers., Hollie Marie Nawrocki Aug 2015

Positionality And Its Effects On Pedagogy: Examining The Identity Categories Of Race, Class, And Gender Of English As A Second Language (Esl) Preservice Teachers., Hollie Marie Nawrocki

Doctoral Dissertations

The purpose of this study was to examine the identity categories of race, class, and gender in preservice teachers, and how the nexus of those identities impacts their teaching practices, especially when teaching English Language Learners (ELLs). The topic of teacher beliefs of preservice teachers has been well researched. However, there were gaps in the literature concerning the positionality of preservice teachers with specific regard to race, class, and gender. This study sought to address gaps in the existing literature by examining the participant perceptions of race, class, and gender of preservice English as a Second Language (ESL) teachers and ...


The State Of Inclusive Practices For English Learners In Georgia’S Elementary Schools: A Mixed Methods Study Of The Esol Push-In Model, Eileen Pabilona Galang Aug 2015

The State Of Inclusive Practices For English Learners In Georgia’S Elementary Schools: A Mixed Methods Study Of The Esol Push-In Model, Eileen Pabilona Galang

Doctoral Dissertations

One of the school restructuring efforts in English as a Second Language education has been inclusion, like the “push-in” model (Platt et al., 2003). In the push-in model, English Learners (ELs) remain in their core academic classes instead of being “pulled out” for language instruction by the English to Speakers of Other Languages (ESOL) teacher. In addition, ELs receive content area instruction from their General Education (Gen Ed) classroom teacher for reading, language arts, mathematics, science, or social studies in the push-in setting (Alston et al., 2014).While push-in and collaborative teaching models are widely implemented, these collaborations between and ...


Keeping Kids In School: A Slippery Slope For Miskitu Families Living In The Pearl Lagoon Basin Of Nicaragua, Patricia Ann Conway Jan 2015

Keeping Kids In School: A Slippery Slope For Miskitu Families Living In The Pearl Lagoon Basin Of Nicaragua, Patricia Ann Conway

Doctoral Dissertations

In 2014, Miskitu participants in the communities of Raitipura and Kahkabila and several of their children had dropped out of school. Earlier quantitative research revealed a problem of low matriculation in elementary and high schools in all of Nicaragua. This inquiry differed from others in that it was a qualitative study focusing on one group of people: the Miskitu community members living on Nicaragua’s Atlantic Coast. This investigation employed the participatory-action research methodology, allowing participants to tell their own stories about the events leading up to their dematriculation.

The six participants, male and female, are of Miskitu heritage, were ...


Latina Immigrant Mothers' Counterstories Of Education: Challenging Deficit Myths, Nancy Aileen Mcnee Jan 2015

Latina Immigrant Mothers' Counterstories Of Education: Challenging Deficit Myths, Nancy Aileen Mcnee

Doctoral Dissertations

Despite major gains in working-class Latin@ immigrant graduation rates and college attendance in recent years, most educators and administrators still perceive Latin@ students with deficit mindsets. Majoritarian storytelling perpetuates deficit myths about working-class Latin@ immigrant students and their families not valuing education. This study joins a growing body of research that uses counterstories to challenge deficit mentalities in education toward working-class Latin@ immigrant students and their families.

This qualitative study involved individual, focus group, and member checking interviews with four Latin@ immigrant mothers in the San Francisco Bay Area. The goal of the study was to learn about the following ...


Translanguaging And Identity In A Kindergarten Classroom: Validating Student's Home Culture And Language In An English-Only Era, Maria Eugenia Lozano Lenis Jan 2015

Translanguaging And Identity In A Kindergarten Classroom: Validating Student's Home Culture And Language In An English-Only Era, Maria Eugenia Lozano Lenis

Doctoral Dissertations

This ethnographic multi-year study examines the effects of federal and state education policies in language-minority school children’s in Western Massachusetts. Specifically, it explores, how, in an increasingly English Only era, a Latina kindergarten teacher resists Massachusetts' restrictive bilingual education law at the same time that she builds on her students’ multi-ethnic identity.

Methodologically, this study combines ethnographic and discourse analysis methods and techniques analyzing the curricular effects that the NCLB and the state of Massachusetts language policy have on an underperforming school serving a predominantly Latino/a population. The focus of the study is the literacy practices enacted by ...


Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer Jan 2015

Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer

Doctoral Dissertations

The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational ...


Mediations Of Multiple Identities In A Private University: International Students’ Experiences In The United States, Beata Z. Dolina Jan 2015

Mediations Of Multiple Identities In A Private University: International Students’ Experiences In The United States, Beata Z. Dolina

Doctoral Dissertations

ABSTRACT

MEDIATIONS OF MULTIPLE IDENTITIES IN A PRIVATE UNIVERSITY: INTERNATIONAL STUDENTS’ EXPERIENCES IN THE UNITED STATES

SEPTEMBER 2015

BEATA DOLINA, B.A., UNIVERSITY OF WARSAW

M.A., HOFSTRA UNIVERSITY, NEW YORK UNIVERSITY

Ed. D., UNIVERSITY OF MASSACHUSETTS AMHERST

Directed by: Professor Theresa Austin

Admitting ever-increasing numbers of international undergraduates, universities are beginning to grapple with the difficulties students experience in adapting to this new, for them, educational context. According to Glass (2012), “Given the growth of international student enrollment, there are compelling reasons to more closely examine the extent to which specific educational experiences may be associated with their learning ...


Using Systemic Functional Linguistics To Inform A Language Pedagogy In A Middle School English Classroom A Case Study, Holly I. Graham Jan 2015

Using Systemic Functional Linguistics To Inform A Language Pedagogy In A Middle School English Classroom A Case Study, Holly I. Graham

Doctoral Dissertations

This qualitative case study analyzes how a middle school teacher used the tools of systemic functional linguistics (SFL) and genre based pedagogy (GBP) to support linguistically and culturally diverse students in analyzing informational texts critically in the context of curricular and school reforms in the United States. Using a combination of ethnographic case study methods (Dyson, 1993; Davies, 1999; Merriam, 2005; Dyson & Genishi, 2005) and critical discourse analysis (Eggins, 1999; Fairclough, 1995) the teacher collected an extensive corpus of diverse data over a school year. Focused data collection consistent with case study methods included instructional materials, paper and electronic copies of students’ texts over time, videotapes and transcripts ...


Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough Jan 2015

Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough

Doctoral Dissertations

At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical ...