<p> Grounded in the transformative paradigm (p. 35), this study asked, &ldquo;In what ways might a group of non-Natives be individually and socially transformed by encountering the Bear River Massacre from within Indigenous Worldviews?&rdquo; The methodology incorporated Indigenous Worldviews and ceremonial processes (Wilson, 2008) into Queensland University&rsquo;s Indigenous Australian Studies&rsquo; model (Mackinlay &amp; Barney, 2010), interweaving transformative learning processes with Indigenous elements such as a traditional Shoshone sweat lodge, visiting a massacre site, and listening to a Shoshone elder. During ceremonially centered mini retreats data was collected via individual journals, group email and process notes, art-based expressions, videotaping, individual and group written evaluations and surveys, and follow up interviews. Findings established &ldquo;perspective transformation&rdquo; (King, 2009) in 80% of participants within the dimensions of better understanding the Bear River Massacre, the Shoshone people, the colonization process, and the loss of their own Indigenous roots. Follow-up interviews revealed that 87.5% of respondents believed that the integration of Indigenous elements into the project impacted their learning experience &ldquo;a great deal.&rdquo; 87.5% reported sustained behavioral x change in relation to the topic and 71% stated they wanted to get to know Native people and culture better. In addition, 43% stated they were interested in obtaining a public Presidential apology to Native people. Unconscious shadow transference material (Romanyshyn, 2007) emerged and was discussed from a depth psychology perspective. Limitations to this study include sample size and lack of funding. The theoretical development of ceremonial research potentially expands this method into other areas of inquiry.</p>

<p> This ethnography reconceptualizes the paradigm of cultural competence used within the literature on teacher education to describe the multicultural learning of White teacher candidates. Within the cultural competence framework, White learning is problematic, dichotomously defined, and fixed. The binary of competence/incompetence established by this paradigm has recently been questioned within the literature as deficit-based and in conflict with postmodern, critical theories of learning and teaching espoused by multicultural education espouses. </p><p> This study of the researcher's multicultural education class at a private, religious, four-year undergraduate college on the East Coast of the United States used co-constructed pedagogical practices&mdash;including a co-constructed community engagement experience, dialogic critical reflection, student-led inquiry-based seminars, and student-teacher email dialogues&mdash;to reconceptualize White multicultural learning as a dynamic process involving both teacher candidates and the teacher educator. As such, this work is co-ethnographic because it analyzed the learning of both the researcher and her students. </p><p> The study found that antiracist White learning within multiple, co-constructed approaches on a public/private spectrum is related to learners' placeling identities; multicultural learning was a migration and re-negotiation of the histories of White learners' homes and geographies. This re-negotiation&mdash;called de-/reterritorialization&mdash;occurred within a dialectic of Whiteness as space and Whiteness as places; both universal characteristics and local expressions of Whiteness were important in the learning of this classroom. White placeling de-/reterritorialization was also found to be unique to each learner, thereby reconceptualizing White learners as diverse. In addition, White placeling de-/reterritorialization was incremental and agentic, extending previous studies' findings that White learners are disinterested and resistant within multicultural teacher education classrooms. </p><p> Within this study, patterns of de-/reterritorialization emerged as particular learning dynamics between the researcher and the teacher candidates; these dynamics included guarding and stagnating, pushing/pulling, and inviting. These patterns, their uniqueness within the encountering of placeling identities' borders, and the attempts at antiracist learning that were made by the White teacher candidates in this classroom offer a reconceptualization of cultural competence that is geographic and complex. Placeling de-/reterritorialization resists the flattening of White identities too often found in the multicultural literature, situates place as the site of antiracist inquiry when working with White learners, and offers a new paradigm for teaching and researching with White teacher candidates.</p>

The purpose of this thesis is to elucidate the connection between the institution of the French educational system and its effects on the new French population (predominately children of Algerian immigrants). This thesis makes the connection between the high school or lycee and the social barriers its "minority" students experience within the school system. By focusing on two broad dimensions of the French school system; its structure and values, this thesis argues that the system produces inequalities amongst its students primarily because of its failure to recognise the multiethnic classroom. By contextualising colonial France in Algeria, this thesis shows the connection between France's unique history and its educational institution as it relates to present day French culture. This thesis shows that the French educational system is so well established in its secular traditions that it no longer meets the needs of its students and consequently produces and reproduces exclusion and otherness.

Cette thèse est une étude exploratoire qui porte sur le lien entre le niveau d'éducation moyen des adultes d'un groupe ethnique et la réussite scolaire au secondaire des jeunes de ce groupe. Afin de mieux comprendre la question, une comparaison interethnique est effectuée entre les Luso-canadiens, les Canado-jamaïcains et les Indo-canadiens à Toronto en 2001. La théorie de la reproduction des classes de Bourdieu est le cadre théorique choisi. Afin d'effectuer des comparaisons, des descriptions de chaque groupe ethnique et des données statistiques sont utilisées. À la lumière des analyses effectuées pour chaque groupe ethnique, il semble exister un lien entre le niveau d'éducation général des adultes d'un groupe ethnique et la réussite académique de ces jeunes. L'étude étant exploratoire, les conclusions ne permettent pas de comprendre la question complètement. Néanmoins, des études empiriques dans ce domaine seraient utiles pour mieux comprendre la réussite scolaire des enfants issus de l'immigration et ainsi favoriser la mobilité sociale.

This study was designed to examine how the teacher education program impacts preservice teacher candidates' knowledge of culturally responsive teaching and the implementation of these practices in their classroom. For the purposes of this study, a sequential explanatory mixed methods approach was utilized to collect and analyze data through semi-structured interviews, focus groups and surveys. The participants in this study were (n=82) elementary preservice teachers and (n=11) teacher educators who taught a professional education course or supervised field or clinical experiences. This mixed method study was fourfold. First, this study sought to examine preservice teacher candidates' perceptions of the teacher education program in developing culturally responsive teachers. Second, it sought to examine if preservice teacher candidates perceptions about culturally responsive teaching change as a result of their student teaching experiences. Third, it was designed to examine how teacher educators prepare preservice teachers to teach culturally diverse student populations? Finally, how are teacher educators preparing elementary preservice teacher candidates to work in urban educational settings? / The study revealed several key findings: (a) preservice teacher candidates' professional preparation has an effect on their preparedness to teach culturally diverse student populations; (b) preservice teachers believed that more diverse field experiences is one factor that has the potential to increase participant preparedness to teach in a diverse educational setting; (c) teacher educators prepared teacher candidates to differentiate instruction for diverse learners; and (d) teacher educators preparation of preservice teacher candidates to teach in a diverse educational setting is limited because of the locale of the university. / Keywords: preservice teacher candidate, culturally responsive teaching, diversity, multicultural education, critical race theory

<p>My study suggests by adding cultural relevant material to a curriculum does not alter the way a teacher teaches, it changes the "why." By selecting material that connects students in regards to their social, cultural or historical experience a teacher adds to the creditability of the lesson. The selection of a culturally relevant subject changes the detached "Why I am drawing this" to a subject that has a deeper meaning. The study of culturally relevant material provides students with cultural "depth" that becomes a part of their visual experience. Cultural depth is a necessary component in developing critical thinking skills and becomes a foundation for a student's creative expression. </p><p> A necessary goal of art education is visual literacy. Visually literacy requires no tactile skill, it is the critical thinking component of art. The tactile skill component of art used to express ideas in a creative way varies from those with talent (the ability to draw well) to those with very little or none. Visually literacy transcends talent. Little talent is need to develop the ability to put in context and frame visual and written information allowing one to discern the fiction from the non-fiction. </p><p> African-American art and artist were selected for my case study but the subjects studied do not need to be limited to demographics or ethnicity. There are many social and political issues within and outside the students' community that would have relevance. The key to improving visual literacy is connecting subject relevance to the students, in order to develop critical thinking skills and to have students think about what they see. The goal is always is to improve students' learning and achievement. </p>

<p> The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding and day school in the United States. Data collection included semi-structured interviews of five current students, a faculty and staff questionnaire, and an analysis of the schedule of events for the new boarding student orientation. The data was analyzed using the inductive method for data analysis. The data showed that Chinese students face challenges in four key areas: 1) academic adjustment; 2) social adjustment; 3) emotional support; and 4) developing autonomy. Differences between Chinese culture and American culture provide challenges across the four key areas, leading culture to be best suited as a lens for analyzing the challenges faced by Chinese students transitioning to life at an American boarding school. There should be continuing research to identify the challenges faced by other ethnic and cultural groups in adjusting to life at boarding schools.</p>

<p> Latino students face many challenges on higher education campuses. These challenges require faculty and staff to respond in direct and meaningful ways. Often families have different backgrounds, backgrounds that warrant serious research. Understanding the student as a whole person means understating their families and where they came from. Sometimes this means looking for and listening to their voice. College administrators need to understand the motivational components of incoming Latino students to serve them well. In this transformative autoethonographic study, I focused on understanding stories told by one first-generation, immigrant Latino family's journey through higher education, and their challenges and successes attaining a degree in predominantly White institutions.</p>

<p> Because of marriage-immigrants and migrant-workers, demographic diversity has rapidly increased in South Korea since the late 1990s. Discourses of multicultural education have arisen in the field of early childhood education; they have focused on having children with diverse linguistic backgrounds adapt to Korean language and customs. What are the national goals of multicultural education policies for young children in Korea? This study investigated multicultural education policies for young children. Critical Discourse Analysis was used to examine values and hidden ideologies in policy texts. Findings demonstrate that, by borrowing and selecting favorite words from Western multicultural education models or theories, policymakers reframed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of producing and controlling the notion of multicultural family and education. It is recommended that policymakers in Korea consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs.</p>

<p> Seeking and finding highly effective principals to lead our schools is one of the highest priority tasks for a school head. Research has documented the importance of the principal for improved student achievement. Waters, Marzano, and McNulty (2004) reviewed the literature over the past 35 years and identified 21 specific leadership responsibilities that have a statistically significant, positive correlation to student achievement. The purpose of this descriptive survey study was to deepen our understanding of the ways that international school heads identify high-potential principal candidates. </p><p> The survey, Dimensions of Quality Leadership Candidate Identification (DQLCI), was distributed to a random sampling of the complete population of international school heads of full member schools in all regional associations. From a population of 732 international school heads, an average of 184 valid responses (25%) for the four questions was received. However, two regions received a higher percentage response rate thus improving the external validity of the results for the two regions: East Asia Regional Council of Schools (44%) and the Near East South Asia Council of Overseas Schools (56%). </p><p> Specifically, the study examined four areas that heads attribute to identifying each of the 21 responsibilities upon screening principal candidates: the principal candidate quality, the value that heads attribute to each of the 21 responsibilities upon screening principal candidates, the perceived ease of identifying each of the 21 responsibilities in principal candidates being screened, and the best method of identifying each of the 21 responsibilities when screening principal candidates. </p><p> The results indicated that international school heads felt that the quality of candidates was just a little better than average with qualitative data highlighting the shallow pool of quality candidates. Heads perceive the 21 responsibilities to have high value in the candidate screening process. Five themes emerged from a factor analysis or data reduction process. Heads value the following factors (in descending order of importance): (1) Ideals and Beliefs about the School's Learning Culture; (2) Curriculum, Instruction, and Assessment; (3) Personal Communication and Relationships; (4) Managerial Leadership; and (5) Principal as Change Agent. These themes provide a clear topical framework for principal preparation programs and for the design of effective principal recruitment tools. </p><p> In response to the third question, the heads became more uncertain about their ability to identify the 21 responsibilities. Heads deemed interview, then reference checks, the two best methods to identify the 21 responsibilities in candidates; however, qualitative data points to the need for multiple measures to triangulate the data and build a better profile of a potential candidate. </p><p> Recruiting high-quality leadership is difficult in the best of conditions but the nature of international school leadership recruitment is complex. It is important for an international school head to be proactive and able to develop systematic and intentional hiring practices.</p>