Global ETD Search

201	UNSETTLED embodying transformative learning and intersectionality in higher education: popular theatre as research with international graduate students Etmanski, Catherine 14 September 2007 (has links) This dissertation documents an action-oriented, arts-based doctoral study that used popular theatre to investigate graduate students’ experiences at the University of Victoria (UVic) in Canada. The research question asks, what are the contradictions between the welcoming multicultural discourses of Canada and the experiences of international graduate students? This question is explored with a total of twenty-four graduate students, representing fourteen countries, including Canada, and ten departments across campus. These students participated in pilot work, interviews, focus groups, in-depth theatre workshops, and a public performance entitled, UNSETTLED. The process of creating interactive forum theatre with six graduate students and one student’s infant is outlined in depth, as is performance at UVic on November 8, 2006. The community impact of UNSETTLED and the researcher and actors’ learning-healing experiences are highlighted. The key contributions of this research are practical, theoretical, and methodological. Practically, this research contributes to the ongoing dialogue and concrete efforts around already identified challenges of internationalization. The outcome is an entirely student-driven effort that is unique both in content (due to the graduate student perspective represented) and in form (theatre). Theoretically, this research contributes to the areas of transformative learning and intersectionality. These theoretical insights reposition the ‘international student’ from being a person solely in need of services, to being one of many potential agents of change. An intersectional analysis points to a need to simultaneously address the diverse struggles of other graduate students, staff, administrators, and faculty in increasingly globalized universities and communities. Methodologically, this study expresses the catalytic and dialogical power of the intersection of research with art, education, community development, and activism, contributing to the fields of both arts-based research and action-oriented, participatory research and the places where these overlap. Popular Theatre Arts Based Research Participatory Research Transformative Learning Intersectionality International Students
202	Divine Narcissism: Raising a Secure Middle-Aged Adult Riverwood, Rachel Sachs 27 August 2021 (has links) No description available. Counseling Psychology Families and Family Life Individual and Family Studies Personal Relationships Psychotherapy Social Psychology Spirituality Therapy Womens Studies Aging Gender Studies Autoethnography Arts Based Research Attachment Childfree Emotionally Focused Therapy Ethical Non-Monogamy Feminism Identity Middle-age Objectification Theory Polyamory Sexual Intimacy Spirituality Trauma
203	Arts-Based Pedagogies and the Literacy of Adolescent Students in High-Risk and High-Poverty Communities Uelk, Katie Owens 19 June 2019 (has links) No description available. Art Education Education Education Policy Curricula Curriculum Development Educational Theory Literacy Middle School Education Multicultural Education Teaching Language Arts Pedagogy arts-based pedagogies adolescent literacy arts integration literacy educational policy No Child Left Behind Participatory Action Research critical multiculturalism emergent learning culturally relevant urban schools
204	'Under a magnifying glass':The experiences of social service use for mothers living with HIV Vaccaro, Mary-Elizabeth 11 1900 (has links) This study explores the subjective experiences of mothers living with HIV from Southeastern Ontario when accessing health and social services. Drawing on principles of feminist participatory action research, 5 MLWH were brought together in order to share their stories of accessing health and social services and to participate in the creation of a collage as part of the storytelling process. Intersectional feminist theory was chosen as a theoretical lens for this project to highlight the ways women’s multiple identities intersect and contribute to HIV-stigma. Emerging from the storytelling and arts based process were stories about the women’s interactions with the criminal justice system, Children’s Aid Societies, social welfare programs and women-specific supports. The key concerns that the women raised in connection to these interactions included having to re-tell their story, concerns about confidentiality and disclosure and experiencing a loss of control as a result of depending on a myriad of health and social services. In addition, the participants identified changes they would like to see within health/social services including more opportunities for peer support and an increase in services available to support the unique psychosocial challenges of MLWH. / Thesis / Master of Social Work (MSW) HIV women mothers arts-based research collage feminist participatory action research FPAR art social service use service user HIV-positve mother HIV-positive women children's aid society criminal justice system marginalized women social welfare programs HIV related stigma feminist research HIV-positive WLWH MLWH action research
205	Generative Leadership and the Life of Aurelia Erskine Brazeal, a Trailblazing African American Female Foreign Service Officer George, Atim Eneida 15 February 2020 (has links) No description available. African American Studies African Americans Black History Black Studies Gender Studies History American Studies American History International Relations Womens Studies African American Women Ancestral Archive Foreign Service Diplomatic Practice Generativity Intersectionality Leadership Social Justice Portraiture Oral History Polyvocal Narrative Prosocial Behavior Arts-Based Research Legacy
206	Youth Perspectives on Participation in Disaster Risk Reduction: An Asset-Based Approach Pickering, Christina Julie 15 May 2023 (has links) An all-of-society approach is foundational for increasing disaster resilience and creating adaptive capacity in the face of disasters and climate change. Youth participation within disaster risk reduction (DRR) and disaster risk management (DRM) is an inclusive strategy to engage youth in an all-of-society approach. While this is an emerging and fast-growing area of study, ingraining social inclusion in practice is slow. Through a series of four articles, this dissertation describes two separate qualitative studies exploring youth participation in DRR and DRM through the youth perspective. Participatory research methodologies dismantle power dynamics inherent in traditional research, and they are well-suited for research on youth participation. As such, our first study used Photovoice methodology to explore youth perceptions of youth capabilities in disasters, and to understand their experiences of the COVID-19 pandemic. Examples of youth participation initiatives in DRR are scattered, necessitating exploration of the process of participation in diverse contexts and types of disaster events. We conducted the second study using case study methodology to explore facilitators of - and barriers to - youth contributions towards DRR efforts in the context of local flooding, tornado, and pandemic events in Ottawa, Ontario, Canada. This dissertation provides insight on how to promote youth resilience, capacity, and strengths in disasters. Based on these findings, we argue that a paradigm shift in DRR towards an asset-based approach is essential to implement youth participation in practice. An asset-based approach aligns with the capability-oriented worldview in youth participation literature and theories. The complexity arises in attempting to apply asset-based lessons from the literature into the traditionally needs-based orientation of DRR policy and DRM practice. More research is needed to document youth actions in DRR and to determine asset indicators to evaluate implementation efforts. This dissertation begins an important conversation around applying an asset-based approach to youth participation in DRR through the perspectives of youth. Youth Children Participation Engagement Youth Participation Youth Engagement Disaster Climate Change COVID-19 Pandemic Disaster Risk Reduction Disaster Risk Management Qualitative Research Action Research Community-Based Participatory Research Arts-Based Research Photovoice Case Study Photo-Elicitation Knowledge Mobilization Community Resilience Asset-Based Approach Essential Worker Volunteer Ageism Sendai Framework Population Health
207	Making Space for Dying: Portraits of Living with Dying Lark, Elise 13 October 2014 (has links) No description available. Aging Behavioral Sciences Families and Family Life Gerontology Health Care Individual and Family Studies Medicine Oncology Public Health Social Psychology Social Work dying and death community-based end-of-life residence hospice home care setting care culture terminal liminality portraiture arts-based research terminal cancer
208	My Heart is in the East: Exploring Theater as a Vehicle for Change, Inspired by the Poetic Performances of Ancient Andalucía Litwak, Jessica 01 June 2015 (has links) No description available. Aesthetics Islamic Studies Judaic Studies Medieval History Medieval Literature Middle Eastern Literature Middle Eastern History Middle Eastern Studies Performing Arts Psychology Psychotherapy Theater Theater Studies theater theatre drama therapy applied theater history Middle East Muslims Jews poetry social change arts performance ethnography autoethnography performative writing arts-based research playwriting HEAT Collective
209	Bind, Tether, and Transcend: Achieving Integration Through Extra-Therapeutic Dance Kain, Megan Marie 28 September 2016 (has links) No description available. Art Education Clinical Psychology Communication Cultural Anthropology Dance Developmental Psychology Early Childhood Education Education Philosophy Ethnic Studies Fine Arts Gender Studies Glbt Studies Health Kinesiology Mental Health Minority and Ethnic Groups Neurobiology Performing Arts Personality Psychology Physical Education Psychobiology Psychology Public Health Social Psychology Spirituality Therapy dance dancers trauma expressive arts therapy integration childhood adversity non-dominant cultural discourse phenomenology arts-based research nonverbal interventions somatic neurobiology affect regulation spirituality attunement resilience
210	Drama as an instructional tool to develop cultural competency among learners in multicultural secondary schools in South Africa Moore, Glynnis Leigh 03 1900 (has links) Educational Studies / D. Ed. (Comparative Education) South Africa Multicultural School Ethnodrama Arts-based enquiry Improvisational role-play Forum theatre Cultural Identity Cultural competency 303.4820968227 Imagination in children

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