Thesis (D.A.)--Illinois State University, 1993. / Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Svi Shapiro; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jul. 14, 2010). Includes bibliographical references (p. 242-263).

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (p. 147-160).

Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 9, 2006. Dissertation Committee: Janice Neuleib (chair), Ronald Strickland, Heather Graves. Includes bibliographical references (leaves 216-228) and abstract. Also available in print.

abstract: This study examines teacher educators' understandings of hope related to teacher education. The study provides a previously unforeseen perspective on teacher educators' hope or lack of hope, and gives insight into that hope's foundation and maintenance. I have designed and implemented a rigorous multi-method study, beginning with developing and conducting a nationwide on-line survey with 625 participants. From a pool of 326 participants expressing interest in participating in interviews, I interviewed 23 teacher educators selected from a randomized and purposive sample. Finally, 25 participants took part in a writing prompt sent in lieu of an interview. Findings reflect that teacher educators' "hope" is a construct, a mixture of abstract ideas, emotions, dispositions, attitudes, that is hard to conceptualize or measure, but appears to be a very relevant and influential and hope for teacher educators takes place on a continuum from bystander to actualizing. The results of this study serve as a way to encourage educators to be more explicit about hope and discourses about teaching. It raises awareness about "false senses" of hope, which arise from narratives of redemption, paving the way for a conception of hope grounded in a strong understanding of the multiplicities of teaching, and how things "are." This conception of hope has the potential to foster discussions and actions of what education can be, rather than dwelling in the rhetoric of what education is not. Further, this research has the potential to open up spaces to discuss both the importance of and how to begin to think about incorporating hope into curricula through critical pedagogy and pedagogies of hope. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

One way critical educators can understand and orient to Paulo Freire's work and the tradition he inspired is by turning their attention to the alienation and affirmation of what he describes as the "ontological vocation of being human." In this dissertation, I read across Freire's work in order to synthesize what I argue are three central commitments of his ontological vocation: 1) that the self/world are sociohistoric and 2) unfinished, and 3) that the human presence is historic. Next, I read Paulo Freire's more famous "banking" and "problem-posing" models of education through the lens of these commitments in order to demonstrate each as metonyms that stand in for his larger interests in alienating and humanizing cultural action. Finally, I argue that Deanna Fassett and John T. Warren's critical communication pedagogy can be a generative framework through which teachers and researchers can recognize and arrest the alienation of the ontological vocation.

Made available in DSpace on 2016-01-13T13:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-06. Added 1 bitstream(s) on 2016-01-13T13:31:57Z : No. of bitstreams: 1 000852069.pdf: 873133 bytes, checksum: bf8c651f33d72c22d23c2e93b7e66047 (MD5) / O presente trabalho teve por objetivo analisar o conhecimento de um grupo de professores sobre a Pedagogia Histórico-crítica (PHC) e sua articulação com o ensino de Ciências nas series iniciais. Para tanto, foi elaborado e desenvolvido um curso de formação continuada para professores de uma escola da rede municipal de ensino de Bauru. Os dados foram coletados a partir de materiais produzidos pelos participantes, observações dos encontros, questionários e entrevistas, sendo estes examinados por meio da Análise de Conteúdo. Os dados obtidos foram organizados em quatro eixos temáticos: Fontes de (in)formação, Teorias críticas e PHC, Conhecimentos sobre a PHC e Ensino de Ciências e PHC. Pela análise dos dados, verifica-se que o conhecimento das professoras é limitado, especialmente em relação às bases e para a PHC e que o ensino de Ciências é pouco articulado a essa perspectiva. Os professores demonstram que conhecem alguns principios da teoria e indicam a necessidade de aprofundamento teórico. Discutiu-se a necessidade de domínio teórico dessa teoria pelos professores e a formação como via para este processo / This study aimed to analyze the knowledge of a teachers group on Historical Critical Pedagogy (HCP) and its joints with the science teaching in the initial grades. Therefore, it was designed and developed a continuing education course for teachers of a municipal school from Bauru. The data were collected from material produced by the participants, observations of meetings, questionnaires and interviews, which are examined through Content Analysis. The data were organized into four themes: (In) formation sources, Critical Theories and HCP, Knowledge of HCP and HCP Science and Education. For the data analysis, it appears that the knowledge of teachers is limited, especially with regard to the bases from and to the HCP and the Science education is poorly articuled in this perspective. The teachers demonstrate that kwnow some principles of the theory and they indicate the need for theoretical study. We have discussed the need to theoretical domain of this theory by teachers and training as way for this process

Orientador: Maurício Compiani / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T13:13:39Z (GMT). No. of bitstreams: 1 Trento_PeterRodrigo_M.pdf: 6288263 bytes, checksum: c7284b3f0aefc54c262f2023dac6c048 (MD5) Previous issue date: 2014 / Resumo: Este trabalho busca analisar algumas questões relativas ao lugar de vivência e identidade dos alunos das escolas do bairro Capela, uma região periférica do município de Vinhedo, no estado de São Paulo. Cercado por condomínios fechados, estigmatizado socialmente, esse bairro possui uma história ocultada pelos poderes locais, que deve ser trabalhada em sala de aula, através de uma metodologia que valorize o lugar e seja dialógica e crítica. Para isso, trabalhou-se com os alunos um estudo do bairro, tendo como objetivo despertar uma reflexão desses estudantes sobre a dinâmica do espaço que habitam e produzindo conhecimento com esses alunos. Para tanto, foi utilizado um amplo referencial metodológico que permitiu uma multiplicidade de práticas durante as aulas de Geografia, entre elas: um pequeno questionário socioeconômico, atividades com pesquisa histórica local, trabalhos com fotografia, além da experiência vivida no cotidiano escolar e através de diálogos com pais e moradores da comunidade local. Do ponto de vista teórico, tratou-se das complexas relações entre a identidade local, na escala do lugar, com relações de poder mais complexas e do papel da educação em busca de uma melhor compreensão do espaço de vivência dos estudantes com esses fenômenos locais/globais. Baseando-se nos resultados dessa pesquisa qualitativa, evidenciou-se o grande desconhecimento por parte dos educadores e educandos da marcante história dos negros e migrantes intrarregionais no bairro, ocultada veladamente pela declarada origem suíça e principalmente italiana da cidade. Dessa forma, espera-se contribuir para as pesquisas em educação como um todo, com um olhar mais atento às questões locais, produzindo reflexões e descobertas nos alunos e na comunidade, esclarecendo pontos ocultos da história de uma região que vem crescendo e possui uma importância enorme para a cidade de Vinhedo / Abstract: This paper aims to examine some issues about the place of experience and identity of the students of the Capela district, a peripheral region of the city of Vinhedo in the state of São Paulo. Surrounded by gated communities, socially stigmatized, this neighborhood has a story hidden by local authorities that must be taught in the classroom, through a dialogical and critical methodology that values the place. For this purpose, we conducted a study about the neighborhood with local students, aiming to encourage them to reflect upon the dynamics of the space they inhabit and producing knowledge with these students. To accomplish this, we used a broad methodological framework that allowed a multiplicity of practices during geography lessons, among them: a short questionnaire on socio-economical activities with local historical research and workings with photography, as well as experience in school life and through conversations with parents and local community residents. From the theoretical point of view, it was the complex relationships between local identity, the scale of the place, with more complex power relations and the role of education in pursuit of a better understanding of students' living space with these local/global phenomena. Based on the results of this qualitative research, there was great ignorance on the side of teachers and students regarding the remarkable history of black culture and intraregional migrants in the neighborhood, untruly declared by Swiss origin and especially the Italian origin of the city. Thus, this paper is expected to contribute to research in education as a whole, with a closer look at local issues, producing reflections and discoveries in the students and the community, clarifying points of the hidden history of a region that is growing and that has huge importance for the town of Vinhedo / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

Introduction present in both volumes (1 and 2) of the handbooks.

Acknowledgments section present in both volumes (1 and 2) of the handbooks.