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<p>This study advances communication scholarship on fragments (McGee, 1990), while demonstrating how to create and use an innovative approach to scholarship in this field. The research goal was two-part. First, to better understand the everyday critic’s role in co-creating discourse. This master’s project prompted eight collaborators to create an artifact in response or interpretation to a focal work, the short story “The Yellow Wallpaper” by Charlotte Perkins Gilman. Ethnographic and autoethnographic methods were used to observe the discourse that emerged from this prompt. Observations challenge the separation between text and context, revealing the significant impact that vernacular fragments have on the rhetorical life of a work. The second research goal was to create an arts-based approach that would be most appropriate to reach this better understanding. This work can be used as an exemplar of arts-based research approaches applied to achieve theoretical understandings in communications scholarship.</p>

<p>The purpose of this study was to understand how urban entrepreneurship exposure programs can enable minoritized students to leverage their cultural capital and create an environment that affirms their inherent strengths and cultural identity. More specifically, this study sought to answer the following questions: (1) how, and in what ways, do minoritized youth (ages 14-18) leverage their cultural capital in entrepreneurial experiences and (2) how, and in what ways, can entrepreneurial experiences create an environment that affirms minoritized youth’s (ages 14-18) inherent strengths and cultural identity? To answer these questions, a qualitative descriptive approach was used and the lenses of the <i>Community Cultural Wealth Framework</i> were leveraged to conceptualize the findings. Purposeful sampling was employed to recruit participants for this investigation. Observations of the program implementation and in-depth semi-structured interviews with two high school-aged minoritized students and one program administrator at an urban entrepreneurship exposure program in a large Midwestern city were conducted. The findings from this study suggest that cultural capital is worthy of considerable attention as it is leveraged by minoritized youth and may contribute to affirming their cultural identity and inherent strengths. Therefore, the results obtained from this study can assist entrepreneurship exposure programs in the development and enhancement of programs specifically geared toward addressing the needs of this minoritized population segment. For example, recommendations include employing Critical Race Theory in research studies, utilizing counter-storytelling for the experiences of minoritized youth, and investigating culturally sustaining innovations created by minoritized youth. The results of this study, are important as it has significant implications for developing better methods to train and nurture talents of youth in becoming confident in their cultural identities and necessitating success in becoming entrepreneurially-minded which in turn may help to further diversify, fortify the STEM workforce, and break systemic barriers. As such, this study can contribute and supplement existing literature on minoritized youth in STEM educational contexts, specifically in entrepreneurship focused STEM learning environments. </p>

<p><a>This dissertation explored South Korea’s efforts in implementing multicultural education through examining how various stakeholders interpreted and applied multicultural education in relation to creating alternative schools for international marriage migrant women </a>and children of multicultural families. In this research, I discussed multicultural education in South Korea through the lens of US multicultural education theories applied to the South Korean context. I employed the methodology of narrative inquiry to examine (1) two models of alternative multicultural schools for diverse learners, (2) four Korean educators’ perspectives on multicultural education and diverse learners (two of educators were additional participants whose insights were included), and (3) the learning experiences of two marriage migrant women who are mothers.</p> <p><br></p><p>I applied narrative inquiry by creating narrative as stories <a>(Polkinghorne, 1995). </a>I interviewed six participants over two and half months. The data was transcribed, translated and read iteratively in order to recount rich stories <a>(Clandinin & Connelly, 2000). </a>I created profiles of four participants and narratives of their varied experiences to understand the experience of Korean teachers and international marriage migrant women. Other forms of data included field-notes, document collection (e.g., the alternative school’s curriculum, a Korean government proposal for funding alternative schools, flyers/brochures of two alternative schools), physical artifacts (e.g., photos of events and activities and the text messages of interactions with students and teachers via Korean messenger applications), research journal reflections, and observations of schools and classrooms.</p> <p><br></p><p>From my analysis, I identified challenges in the implementation of multicultural education in South Korea. First, the current state of the Korean education system is in the process of integrating ideas of multicultural education in its implementation. This ongoing process has culminated in various challenges, frustrations, opportunities, and hopes<i>.</i> Some of the challenges and frustrations for Korean teachers were insufficient teaching resources and the lack of awareness of multicultural education in both alternative and public schools. I also found that marriage migrant women utilized educational opportunities gained through alternative schooling to navigate and reposition themselves to fulfill what they deem as their role as women in Korean society. This research provides insights into multicultural education building a deeper understanding of educational approaches to alternative education for diverse populations in South Korea and around the globe.<br></p><div><div> </div> </div>

<p>The decline in Americans’ civic knowledge and engagement is alarming and concerning for U.S. democracy. Over the years, there has been an increasing concern about the amount of civic knowledge and content taught in schools, students’ civic scores, equipping classrooms with civic learning opportunities, and federal funding for students in civics and civic programs. Thus, extant literature shows four critical gaps of concern: 1) curriculum gap, 2) knowledge gap, 3) research gap, and 4) funding gap. As a result, studies on civic readiness have become essential due to the growing concern for reinforcing civic readiness in U.S. classrooms. However, despite the National Council for the Social Studies (NCSS) advocacy for inquiry as the best practice for social studies teaching and using the Inquiry Design Model (IDM) in teaching inquiry across all social studies disciplines [history, civics, geography, economics], few studies examine the civic readiness of middle-graders using inquiry-based approaches, such as the IDM. Likewise, research examining how different schools are equipped with civic learning opportunities, practices, and access to resources for students is limited. This study employed a multiple-case design to investigate how inquiry-based instructional approaches, such as IDM, foster the civic readiness of middle graders in seven middle-grade social studies classrooms in a midwestern school. Multiple datasets were used, including 14 teacher interviews with seven middle-level social studies teachers, 162 class observation hours, and 246 documents/content analyses. This study argues that there are barriers to middle graders’ civic readiness, and teachers employ different strategies in diagnosing and addressing the barriers; however, inquiry teaching, using the IDM, is an effective instructional approach and plays a pivotal role in fostering civic readiness of middle graders. The findings highlight seven barriers for middle graders in their preparation for civic readiness. Participants shared five strategic ways to diagnose those barriers and five approaches to address them. The study further highlights practical implications for teachers and students, teacher preparation programs, policymakers and teacher educators, and future research. </p>

<p><strong>ABSTRACT</strong></p> <p>This dissertation is a philosophical inquiry into the pragmatics of emotion as an inherent dimension of the learning self (Ellsworth, 2005). This inquiry first establishes the socio-political context regarding emotional responses to critical forms of pedagogy currently rising across the United States. Secondly, this inquiry explores philosophical conceptualizations of emotions as pedagogical within the fields of public pedagogy, affect theory, and arts-based educational research, as well as the paradigmatic contexts underlying these philosophies. Finally, this inquiry “thinks-with” (Jackson & Mezzei, 2017) these conceptualizations by enacting an affective pragmatic inquiry, centering emotions and embodied experiences of learning through my own neurotypicality as pedagogical inquiry via an arts-based empirical component, consisting of my enrollment in a community pottery class over the course of 40 weeks. I advocate for the need to reconsider the current paradigm around critical forms of pedagogy toward a pragmatist paradigm that uses emotions and value systems of learners to facilitate ethical pedagogical <em>response</em>-abilities (Haraway, 2016) for what to do, pragmatically, with complicated knowledge about social problems that result in ideological and axiological impasses. </p>

<p>This dissertation consists of three interrelated articles about supporting instructors to develop their facilitation skills both on the instructional and emotional sides during online case-based discussions. In the first study, we examined the influence of instructors with varying levels of experience on student participation and interaction in online case discussions. Findings showed that while both expert and novice instructors utilized facilitation strategies in clusters to facilitate discussions, the novice instructor displayed less flexibility as a facilitator, and these differences impacted student activeness. Our second study explored experts’ teaching practices, such as structuring, facilitating, and assessing online case discussions, and the reasons behind their decisions. We found that the experts clustered strategies during online case discussions while maintaining differences in how they implemented them. There was practical guidance provided for novice instructors that could be adapted to meet their own needs. Using a learning experience design lens, the last paper conceptually discussed opportunities for facilitating students’ emotions during online case discussions and offered suggestions that instructors can incorporate into the planning, implementation, and evaluation phases.</p>

<p>The writing centers created to serve predominately white institutions (PWIs) are not designed to meet the needs of Indigenous writers. Despite ostensible moves towards equity and social justice, Indigenous peoples often remained overlooked in writing center studies, partly due to the lack of attention paid to centers in Indigenous-serving institutions. <em>Weaving Centers of Resistance</em> responds to this gap by mapping the writing centers and tutoring centers at Indigenous serving institutions, investigating how tutoring pedagogy for writing is adapted in these contexts, and developing recommendations for culturally relevant writing center pedagogy. The research was conducted in three stages: A survey designed to collect basic demographic information was sent to 33 Tribal Colleges and Universities (TCUs),  35 Native American-serving, Non-Tribal Institutions (NASNTIs), and 13 Native Hawaiian-serving Institutions (NHSIs). From participants in the survey, 10 writing and tutoring center practitioners were recruited for two rounds of virtual interviews. Finally, two interview participants were recruited for virtual case study interviews. This dissertation is divided into seven chapters. The first chapter contextualizes this project in Indigenous movements towards rhetorical sovereignty set against composition’s implication in racist ideologies. The second chapter lays out the history of western colonial education, surveys Indigenous topics in writing center studies, and argues for decolonizing the writing center movement towards just pedagogies. The third chapter troubles empirical methodologies within writing center studies and discusses the methodologies and methods used for this study. The fourth chapter offers findings from the survey sent to Indigenous-serving institutions. The fifth chapter introduces the ten writing and tutoring center practitioners interviewed for this study. The sixth chapter reports on themes developed in qualitative coding of interviews. The final chapter synthesizes the findings, discusses limitations, and offers a path forward for writing center practitioners working with Indigenous peoples. A few of the key findings of this project are the prevalence of learning centers in Indigenous-serving institutions, the deeply intersectional challenges faced by Indigenous writers, and the importance of relationship for tutoring in Indigenous contexts. This work attempts to offer practitioners in Native educational contexts better tools to teach writing from Indigenous perspectives and provides scholars across humanities strategies for rethinking resistance to linguistic colonialism.</p>

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<p dir="ltr">Nursing, deeply rooted in social justice principles, faces the contemporary imperative of achieving health equity. However, the perception of social justice among nurses, particularly newly graduated registered nurses (NGRNs), remains unclear, posing a significant challenge amid high turnover rates in this population, threatening the realization of health equity goals.</p><p dir="ltr">Through this study, I sought to enhance nursing knowledge by delving into the understanding, cocreation, processing, and response to social justice among NGRNs. Utilizing a constructivist grounded theory methodology, I explore NGRNs’ narratives and perceptions concerning social justice, addressing the research question: How do NGRNs understand, cocreate, process, and respond to social justice in their nursing practice?</p><p dir="ltr">Findings from the grounded theory study reveal seven categories with subsequent subcategories, culminating in the development of a proposed theoretical framework. This framework elucidates four overarching global themes: “Best Care for all, No Matter What,” “Novice Emancipators,” “Making the Human Connection,” and “Supportive Organizational Culture.” I used theoretical modeling to delineate a middle-range theory titled “NGRN Evolving Process of Social Justice Transition.”</p><p dir="ltr">The study’s conclusions have significant implications for nursing education, practice, research, and policy. They highlight the importance of shaping future nursing landscapes through a focus on NGRNs’ social justice transition. Emphasizing the pivotal role of social justice identity in NGRNs’ progression to expert nurses, the study underscores the critical need to foster this identity during NGRNs’ transition period. Implications extend to curriculum structure, onboarding programs, leadership, and policy, aiming to promote person-centered care and health equity. This study marks the inception of a journey towards continual support for NGRNs as advocates for social justice, potentially catalyzing substantial societal change with nursing at the forefront of the pursuit of equity.</p>