ABSTRACT FINDING THEIR WAY: A CRITICAL ETHNOGRAPHY OF FIVE OF AFRICAN AMERICAN WOMEN EDUCATORS’ EARLY EXPERIENCES TO DEVELOP INTO CULTURALLY RELEVANT PEGAGOGUES by Rachel Beatrice Dunbar Teacher education programs have been charged with the responsibility to equip all teachers to work successfully in increasingly diverse elementary classrooms around the nation (NCES, 1996). However, the composition of the nation’s teaching force has not kept pace with these changes. Additionally, there is concern that many Pre-service teachers are ill prepared to work with culturally diverse students, partly because teacher education programs (TEPs) often adopt a monocultural, one-size-fits-all approach to preparation, ignoring race, class, and gender considerations (King & Castnell, 2001). African American women who seek preparation are greatly impacted by this singular approach to teacher education, which influences the way in which they experience their training. Consequently, they are often underserved in TEPs (Cozart & Price, 2005). It has been argued that TEPs will have to broaden their approaches to preparation by using a culturally relevant approach to teaching (Gay & Kirkland, 2003). Given the necessity for teachers to be equipped to meet the needs of culturally diverse learners in the classroom, it is imperative that TEPs are designed to cultivate culturally appropriate practices within Pre-service teachers. The purpose of this qualitative study was to explore the nature of the diversity preparation of five African American women and their teaching experiences following the completion of their teacher education training. The critical ethnographic case studies that developed were theoretically framed in Culturally Relevant Pedagogy (Ladson-Billings, 1995), Black Feminist Thought (Collins, 1990), and Womanism (Phillips, 2006). Data were collected from classroom observations, individual, and group interviews. Using a system of open coding (Strauss & Corbin, 1998), data analysis resulted in the emergence of three overarching themes: a) the formal diversity preparation offered by the university, b) the women’s individual perspectives of cultural relevance, and c) the ways in which the women incorporated their perspectives into their classroom practices. The experiences the young women encountered significantly influenced their understandings of culture and its impact on learning for diverse student populations. The results of this study suggest the need for teacher educators to reconsider how TEPs are structured to better prepare minority Pre-service teachers in the future to teach culturally diverse students.

The purpose of this study was to explore the lived experiences of African orphaned learners in relation to their educational experiences with the view of establishing whether the type of education received and the inferred quality of that education correlate with official conceptions of quality education as articulated in government policies. The study interrogates policy intentions geared to improving the quality of education in South African schools and juxtaposes the intended policy with the lived experiences of orphaned learners. This is a qualitative case study focusing specifically on four African primary school learners. Data were collected from interviews, observations and written stories of orphaned learners, as well as interviews with the orphaned learners’ teachers and caretakers. The claim I make in this study is that all learners living in impoverished communities and subjected to the kind of disadvantages in operation in their home environment are at risk of education of an inferior quality. However, being an orphan can aggravate this in that orphaned learners bring to school peculiar attributes which would produce outcomes that differ from those envisaged in policy documents. The findings of the study indicate that:<ul><il> (a) the behaviour displayed by orphaned learners, the emotional changes resulting from changing family circumstances, grieving the loss of parents and fear of losing the caregiver may impact negatively on the intended quality of education </il><il> (b) the socioeconomic and cultural contexts of orphaned learners have an influence on the received quality of education</il><il> (c) orphaned learners raised in sibling-headed households, where the primary educators (e.g. parents or surrogate parents) are non-existent, have impoverished educational experiences </il><il> (d) the support provided by the extended family can contribute positively to the educational experiences of orphaned learners </il><il> (e) the community can serve as a critical resource in enhancing the educational experiences of orphaned learners. <br> </ul> Finally, the study indicates that, by studying the lived experiences of African orphans, a better understanding of the quality of education received is made possible and this in turn could influence the conceptualisation of quality education and support structures required to achieve this ideal at higher levels of the education system. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

Bakgrund: KOL är en allvarlig sjukdom som successivt kan leda till döden. Den största riskfaktorn är rökning, men även annat kan orsaka KOL t.ex. inandning av skadliga ämnen. År 2015 dog 3,17 miljoner av KOL. Studier visar att vården av KOL-patienter idag främst handlar om prevention och rehabilitering. Sällan tas patienternas upplevelser och erfarenheter i akt.Syfte: Syftet med denna litteraturstudie var att undersöka upplevelser och erfarenheter av KOL-patienter och hur det påverkar deras dagliga liv.Metod: En litteraturstudie med kvalitativ ansats som baserades på 11 vetenskapliga artiklar. Litteratursökningen genomfördes i databaserna PubMed och CINAHL. Utvalda artiklar granskades utifrån SBU:s mall för kvalitetsgranskning. Metasyntes av icke strukturerad karaktär användes som metod för att analysera data. Resultat: Utifrån data som samlats in går det att urskilja att andningen är den centrala faktorn som påverkar patienternas dagliga liv. Andfåddheten för med sig andra konsekvenser. Sex teman identifierades: “Sjukdomsinsikt och förnekelse”, “Acceptans och hanteringsstrategier”, “Vård som en del av vardagen”, “Psykiskt lidande”, “Begränsningar och påverkan på det sociala livet och familjelivet” och “Hopp om framtiden”.Konklusion: Patienternas behov varierar mycket. Detta betyder att vården behöver vara enad och samarbeta för att bedriva en personcentrerad vård. Sjuksköterskans roll och bemötande är viktigt för det patientnära omvårdnadsarbetet och i rollen som kontaktperson för KOL-patienter. / Background: COPD is a grave illness which potentially leads to an early death. The greatest determinant is smoking, but there are other factors that can lead to COPD. Inhaling hazardous materials would be one example. In 2015, 3,17 million people worldwide died due to COPD. Studies show that the medical care for COPD-patients today is primarily focused on prevention and rehabilitation. Concern for the patient's own experiences are rare. Aim: The aim of this literature review was to examine the experiences of COPD-patients and the effects on their daily lives from the illness.Method: A literature review with a qualitative approach, based on 11 scientific articles. The databases used for the article searching were PubMed and CINAHL. Chosen articles were quality controlled by SBU’s model for quality reviewing. A non-structured meta synthesis was used for analysing data.Result: The data presented by the included articles all showed how the patients breathing ability is the central factor in their lived experiences. Breathlessness brought consequences. Six themes emerged: “Illness and Denial”, “Acceptance and Coping Strategies”, “Health Care as a part of Everyday Life”, “Mental Suffering” and “Hope for the Future”.Conclusion: The patients' health care needs varied considerably. This gives reason for the health care unit to be united in the work for person centered care. The nurse’s role and response to patients are important for the close to patient care and profession role as contact person for COPD patients.

This research set out to explore the educational and socio-cultural experiences of DRC immigrant students in South African schools. Utilising a qualitative case study approach, the study attempted to provide a glimpse of the lived experiences of DRC immigrant students inside South African schools by exploring the following aspects: (1) academic performance, (2) schooling experiences, (3) linguistic disposition, (4) acculturation experiences and (5) how the students constructed their identities within South African society. The theoretical framework applied to this study was threefold in nature, namely Cultural Ecological Theory, Culture-Centred Theory and Critical Race Theory. The Major findings emanating from this study were: First, Cultural Ecological Theory could not explain the low academic performance of DRC immigrant students. Second, DRC immigrant students experienced acts of prejudice, isolation, linguistic adjustment incapability and xenophobic attacks. Third, acts of racism were prevalent at the school because teachers who taught them brought in African languages to explain lessons in class to indigenous students at their expense. Fourth, they were confronted by disrespectful modes of behaviour emanating from indigenous students to teachers. Fifth, the opportunity they had at the school, in terms of having access to education without being able to pay tuition fees, likely became their source of low academic achievement. The school had rapid turnover of teachers because the school governing body could not afford to pay additional teachers. Sixth, the students were exposed to uncommon modes of behaviour originating from indigenous students, in terms of gambling and smoking at the school. Seventh, they were exposed to display of weapons by indigenous students. Eight, the incorporation of culture into their academic work at school seemed to enhance their focus on learning. Ninth, they could not commence acculturation and identity negotiation in mainstream culture. / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

Studien handlar om upplevelser av socialsekreterare som jobbar med barnavårdsutredningar med sin makt gentemot föräldrarna och deras strategier för attminska maktobalansen som finns i relationen. För att besvara studiens frågeställningar genomfördes semistrukturerade intervjuer med tre socialsekreterare i en mellanstor kommun. Intervjumaterialet analyserades med tematisk analys. Studien visade att socialsekreterare upplever att föräldrarna kan känna rädsla eller ilska i deras kontakt med socialtjänsten och socialsekreterare. Socialsekreterare upplevde även att föräldrarnas känslor inför socialsekreterares makt i vissa fall leder till att föräldrarna tackar ja till föreslagna insatser trots de inte vill på grund av rädsla för konsekvenserna eller att inte framstå som dåliga föräldrar inför socialsekreterare. En annan viktig slutsats som kom fram var att socialsekreterare kan använda sin makt annorlundautifrån hur hög eller låg oro de har för barnets situation. Graden av oro som socialsekreterare har visade sig även påverka hur delaktiga föräldrarna tillåts vara i utredningar och i skriftliga rapporter. Det framkom också att socialsekreterare tyckte att tydlighet, att göra föräldrarna delaktiga i utredningar och vissa personliga egenskaper hjälpte till att minska maktobalansen mellan dem och föräldrarna.

Introduction: Cerebral palsy (CP) is the leading cause of physical disability in children and youth worldwide and is a diagnosis that requires lifelong treatment. There are gaps in research on children with CP in Tanzania. Both occupational therapists and physiotherapists have a central role in rehabilitation interventions. They work to improve function and facilitate participation for the children.  Aim: To explore physiotherapists’ and occupational therapists’ experiences of treatment for children with cerebral palsy in the Kilimanjaro region, Tanzania.  Method: We performed six semi-structured interviews with three physiotherapists and three occupational therapists working with children with CP. The interviews were then analysed through a qualitative content analysis from an inductive approach.  Result: The result included five subthemes: Lack of support from society is a challenge for parents, Many challenges in therapy for the professionals, Education and support are crucial, Attitudes and non-inclusive environments limit participation and Seeing improvements in treatment and awareness. The subthemes resulted in the theme A holistic approach is necessary, which encompasses all subthemes and describes the need for the therapists to include all aspects in the child’s surroundings in assessment and treatment planning, but also to create a more inclusive living environment through increasing knowledge in society. Conclusion: The professionals saw that a holistic approach is necessary in the treatment of children with CP, as the child’s development is affected by biological, psychological, social and environmental factors. They saw opportunites for improving the treatment and increasing participation on local and national levels. / Inledning: Cerebral pares (CP) är den vanligaste orsaken till fysisk funktionsnedsättning hos barn och ungdomar över hela världen och är en diagnos som kräver livslång behandling. Det finns luckor i forskning om barn med CP i Tanzania. Både arbetsterapeuter och fysioterapeuter har en central roll i rehabiliteringsinsatser. De arbetar för att förbättra funktion och främja delaktighet för barnen. Syfte: Att utforska fysioterapeuters och arbetsterapeuters erfarenheter av behandling av barn med cerebral pares i Kilimanjaroregionen, Tanzania. Metod: Vi genomförde sex semistrukturerade intervjuer med tre fysioterapeuter och tre arbetsterapeuter som arbetar med barn med CP. Intervjuerna analyserades med kvalitativ innehållsanalys utifrån en induktiv ansats. Resultat: Resultatet innefattar fem subteman: Brist på stöd från samhället är en utmaning för föräldrar, Många utmaningar i terapin för de professionella, Utbildning och stöd är avgörande, Attityder och icke-inkluderande miljöer begränsar delaktighet och Ser förbättringar i behandling och medvetenhet. Dessa subteman utmynnade i temat En holistisk ansats är nödvändig som omfattar alla subteman och beskriver behovet av att terapeuterna tar med alla aspekter i barnets omgivning i bedömning och behandlingsplanering, men också att skapa en mer inkluderande livsmiljö genom ökad kunskap i samhället. Konklusion: De professionella såg att en holistisk ansats är nödvändig vid behandling av barn med CP, eftersom barnets utveckling påverkas av biologiska, psykologiska, sociala och miljömässiga faktorer. De såg möjligheter att förbättra behandlingen och öka delaktigheten på lokal och nationell nivå.

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Denna studie har till syfte att undersöka hur rektorers och förskollärares kunskap och intresse av fysisk aktivitet kan påverka barns möjligheter att delta i planerade rörelseaktiviteter och utveckla sin grovmotorik i inomhusmiljö. Bakgrunden ger en översikt kring styrdokument och riktlinjer, från litteratur redogörs grundläggande rörelseförmåga och inomhusmiljöns betydelse. Tidigare forskning berättar om fördelen med fysisk träning, hur forskning ser på förskollärarnas kunskaper samt hur den fysiska och pedagogiska inomhusmiljön påverkar. Studien har en kvalitativt skriftlig intervju som metod, där tanken är att undersöka förskollärares och rektorers kunskap och intresse kring fysisk aktivitet och rörelse. Socialkonstruktivismen används som den teoretiska utgångspunkten, att kunskap är socialt uppbyggt och att kunskap förmedlas genom kontakt mellan olika människor. Kunskaper och intresse har en stor betydelse i vad barn får ta del av under sina dagar på förskolan. Resultatet visar att förskollärarna och rektorerna i sin utbildning tagit del av olika moment av fysisk hälsa. Däremot erbjuds inte barn i tillräcklig utsträckning rörelse under dagarna på förskolan. Orsaker till detta är bland annat att miljöerna inomhus inte är anpassade men också på grund av att kollegor har olika syn på vad som är viktigt i verksamheten.

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