Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2008. / Title from second page of PDF document. Includes bibliographical references (p. 114-124).

Thesis (Ed.D.)--University of Western Sydney, 2010. / A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.

Thesis (Ph. D.)--UCLA, 2010. / Vita. Includes bibliographical references (leaves 224-236).

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 234-248).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Hephzibah Roskelly; submitted to the Dept. of English. Title from PDF t.p. (viewed May 13, 2010). Includes bibliographical references (p. 191-212).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 259-270).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Nancy Myers; submitted to the Dept. of English. Title from PDF t.p. (viewed May 7, 2010). Includes bibliographical references (p. 175-185).

abstract: The need for a critical education in a democracy, its difficulties, and how to reform this field requires urgent attention. This project begins with the premise that education is necessary for a vibrant democracy. While examining differing voices that advocate for educational reform, mainly that of Critical Pedagogy, it is shown how conflicting forms are advocating similar ideals. Henry Giroux and David Horowitz, both reformers that are on opposite sides of the political spectrum appear to have similar goals. Yet, the question becomes how to solve these differences between these parties? By examining the philosophical origins of these projects and explicating differences rooted in human nature and the good, the basic differences can begin to be shown. In showing these differences it requires going back to the work of Kant. Kant shows the necessity of beginning with philosophy and examining basic assumptions in order to begin to critique and build an education that would guarantee equality. / Dissertation/Thesis / M.A. Communication Studies 2011

In predominantly White schools, a common belief exists that anti-racist education is unnecessary, despite a rise in the number of people who admit to being racially prejudiced. A colour-blind approach, which silences issues of race, tends to dominate in schools, while, fear of ‘getting it wrong’ prevents meaningful dialogue. My thesis addresses the question, in what ways do arts programmes support anti-racist education in predominantly White areas? This includes two threads. Firstly, I take a critical race theory approach, drawing on Whiteness studies, to explore White teachers' and school students’ assumptions about racism and education. Secondly, using a critical pedagogy framework, I investigate learning through anti-racist arts projects. The fieldwork is ethnographically inspired, including interviews, focus groups and observations of participants’ engagement with arts programmes that visit primary and secondary schools in Devon. I found a gap between theoretical and common understandings of racism. Participants’ conceptualisations of racism shaped their beliefs about anti-racist education and their methods of engagement, which, in the contexts studied, tended towards promoting niceness rather than tackling deep-rooted racism. Furthermore, racism was found to have embodied and aesthetic components, which lead to racist thoughts, feelings and behaviours, either willingly or unwittingly. Teachers’ tendencies to force respect through classroom control appeared ineffective, by masking rather than addressing embodied racism. My research contributes to the literature on critical race theory and Whiteness studies by offering insight into the ways that White teachers and students construct anti-racist practice. My findings add to critical pedagogy by suggesting that when dialogue has been silenced, and fears surround the subject matter, critical art pedagogies that work at the emotional and cognitive levels can offer additional methods of engagement. However, working to uncover embedded racism can challenge the notion of safe classrooms and requires teachers and students to take risks by engaging with the embodied and sensual aspects of racism, which can be both disturbing and exciting. My research offers hope through presenting new ways of thinking about and engaging with, anti-racist school practice in predominantly White areas.