- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 191 to 200 of 212 (0.031 seconds)Spelling suggestions: "subject:"artsbased"" "subject:"parts.based""
| 191 |
Living Beyond Identity: Gay College Men Living with HIVDenton, Jesse Michael 31 July 2014 (has links)
No description available.
|
| 192 |
Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action ResearchKoo, Ah Ran 29 August 2017 (has links)
No description available.
|
| 193 |
Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for ChangeMerry, Johnny Deane, Merry January 2017 (has links)
No description available.
|
| 194 |
Educational Communities, Arts-Based Inquiry, & Role-Playing: An American Freeform Exploration with Professional & Pre-Service Art EducatorsCox, Jason M. 09 October 2015 (has links)
No description available.
|
| 195 |
Islamic Patterns as an Allegory for an F-1 Student's Experience in the Context of Global Capitalism: The Aesthetics of Cognitive Mapping as an Approach to Art-Based ResearchShuqair, Noura 05 1900 (has links)
Building on Fredric Jameson's critical theory, this dissertation examines how the aesthetics of cognitive mapping were used to uncover overlooked political, economic, social and cultural dimensions behind my artistic engagement with Islamic patterns. Using a critically informed variant of arts-based research (ABR), I explored the complexity of the interconnected economic, social, political and aesthetic realities informing my positionality as a Muslim Saudi female artist/research completing her dissertation in a Western country. Particularly, my work revealed how certain global forces (including capitalist relations between Saudi Arabia and the USA, as well as global postmodern cultural influences) shape the processes of appropriation and re-signification of patterning appropriated from Islamic aesthetics. This research culminated in a body of artwork for a solo exhibition at Paul Voertman's Gallery at the College of Visual Arts and Design at the University of North Texas located in Denton, Texas. I conclude the study with recommendations for a regional ABR to be developed by educators for the Middle East and North Africa (MENA) region. The study also suggests that this model of cognitive mapping as a critical art making methodology would be a great pedagogical tool for museums and art education curriculum to implement in Saudi Arabia.
|
| 196 |
Collaborating in the electric age: [onto]Riffological experiments in posthumanizing education and theorizing a machinic arts-based researchStevens, Shannon Rae 05 February 2021 (has links)
Collaborating in the Electric Age: [onto]Riffological Experiments in Posthumanizing
Education and Theorizing a Machinic Arts-Based Research is a study about locating
opportunities and entry points for introducing consideration of the nonhuman and posthuman to pedagogical perspectives that are traditionally concerned with human beings and epistemological subjects. The research, herein, engages doings in collaborative effort, during conditions of unprecedented interconnectedness facilitated by the electric age. Steeped in a environment thus created by technologies’ immense ubiquity and influence, this collaboration endeavours to recognize their full research participation, alongside that of humans.
This research presents collaboratively conducted, published inquiries that have been coauthored by myself and fellow doctoral candidate Richard Wainwright. Each facilitates, then attempts to articulate ways to decentre the human in educational contexts, beginning with our own human perspectives. As exercises in broadening our considerations of the life forms, matter, and nonhuman entities that surround humanity, this research prompts us to recognize much more than what humanity typically acknowledges as existing, given the anthropocentric frameworks it has constructed. We reorientate the nature of these relationships—posthumanizing them—and in doing so, disrupt our own thinking to work something different than our circumstances have hitherto informed us to consider. We have co-developed a study and conducted research in collaboration with human and nonhuman research participants.Five nationally and internationally published co-authored journal articles, a book chapter, and five intermezzos (short “observational” pieces) comprise this study that explores collaboration and recombinatoriality during “the electric age” (McLuhan, 1969, 10:05).
Recognizing humanity’s increasingly inextricable relationships with technologies, this
collaboratively conducted study draws into creative assemblage Gilles Deleuze and Félix
Guattari’s philosophical concepts; new materialism as cultural theory; the prescient observations
and predictions of Marshall McLuhan and a media studies curriculum he co-developed over forty
years ago; arts-based research; museum exhibitions; features of music production such as
sampling, mashup, remix, and turntabling; among many other notes and tones. A conceptually
developed riff mobilizes our inquiries as “plug in and play,” while its academic study is theorized
as [onto]Riffology. Ontological shifts beget a machinic arts-based research (MABR) that
develops a posthuman critical pedagogy inspired by Negri and Guattari (2010). Collaborating in
the Electric Age: [onto]Riffological Experiments in Posthumanizing Education and Theorizing a
Machinic Arts-Based Research celebrates collaborativity, discovery, and learning during the
electric age. / Graduate / 2023-01-07
|
| 197 |
Researching Class Consciousness: The Transgression of a Radical Educator Across Three ContinentsThomson, Marion Arthur 31 August 2011 (has links)
This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents.
The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa.
Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist
humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter
Six concludes with a summary of research findings.
|
| 198 |
Researching Class Consciousness: The Transgression of a Radical Educator Across Three ContinentsThomson, Marion Arthur 31 August 2011 (has links)
This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents.
The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa.
Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist
humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter
Six concludes with a summary of research findings.
|
| 199 |
Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTubeSnell, Pamela 17 March 2014 (has links)
Working alongside five queer-identified theatre artists, using critical arts-based participatory action research, this research project worked through a creative process in which the research team identified, deconstructed, and disrupted normative queer discourses on the video-sharing website YouTube. Using notions from queer theory, cultural studies, and anti-oppression education, along with embodied analysis as a deconstructive strategy, the research team used collective theorizing and performance to facilitate an analysis of the online videos. In this thesis, I discuss embodied knowing by analyzing performative moments in the creative workshop undertaken by the research team. I then provide a thematic analysis of the online videos, followed by an analysis of how the research team used collective creation and personal narrative to produce a counter-hegemonic response video. Finally, I conclude with a discussion on how to engage video creation as a form of anti-oppression education that queers public pedagogy.
|
| 200 |
Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTubeSnell, Pamela 17 March 2014 (has links)
Working alongside five queer-identified theatre artists, using critical arts-based participatory action research, this research project worked through a creative process in which the research team identified, deconstructed, and disrupted normative queer discourses on the video-sharing website YouTube. Using notions from queer theory, cultural studies, and anti-oppression education, along with embodied analysis as a deconstructive strategy, the research team used collective theorizing and performance to facilitate an analysis of the online videos. In this thesis, I discuss embodied knowing by analyzing performative moments in the creative workshop undertaken by the research team. I then provide a thematic analysis of the online videos, followed by an analysis of how the research team used collective creation and personal narrative to produce a counter-hegemonic response video. Finally, I conclude with a discussion on how to engage video creation as a form of anti-oppression education that queers public pedagogy.
|
Page generated in 0.0437 seconds