Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains ix, 240, [6] p. Vita. Includes abstract. Includes bibliographical references (p. 185-191).

The purpose of this study was to explore reading instruction within the two consecutive classrooms of one teacher oriented towards culturally relevant teaching. This study used qualitative methods and sought to document the nature of the classroom interactions and texts within these upper elementary classrooms. Data sources included participant observation, videorecording, interviews and archival data. Constantcomparative analysis as described by Strauss and Corbin (1990) and discourse analysis, informed by Erickson (2004) and Goffman (1981/2001) were used to investigate how this teacher navigated teaching and learning in this situated context. Study findings suggest that the teacher modified curricular structures, revoiced the words of cultural insiders, and maximized use of strategic instruction within classroom discussions to navigate multiple, competing goals. / text

<p> Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black and Latina/o youth. Consequently, some may wonder if hip-hop is actually being used to transform education, or merely to help students excel based on the standards of dominant culture (Au, 2005). The purpose of this thesis is to understand contemporary issues facing underprivileged Black and Latina/o youth, effective teaching methods that can be implemented in schools using hip-hop pedagogy, and areas of study relevant to hip-hop culture.</p>

This study focuses on teaching and learning in a multicultural school. It investigates the influence of the development of the self during social interaction of culturally diverse learners at Forest Haven Secondary School. Furthermore, the social environment and parental involvement are also analysed in order to reveal their effectiveness in bringing about a favourable social condition for education in a multicultural school. This study further investigates the teaching strategies and teaching resources that are currently used by educators in a culturally diverse classroom. A combination of sociological theories has been used interchangeably since they are interrelated. The main theory is symbolic interactionism, including the views of Mead (1934) and Berger and Luckmann (1967). For data collection questionnaires, non-participant observation and unstructured interviews with the school principal, educators and learners were engaged in. Data was then analysed, qualitatively and quantitatively, to determine the cause of cultural conflict at the school. The findings of this analysis form the basis for the recommendations made. / Thesis (M.A.)-University of Durban-Westville, 2000.

The purpose of this study was to identify the knowledge and successful strategies utilized by intercollegiate team sport coaches who have worked with a large number of international athletes. Six head coaches were selected to participate in a semi-structured open-ended interview. At the time of data collection, each participant was coaching a Division I NCAA university female soccer team and had coached at least two international athletes per season in the last five years or at least 10 international student athletes throughout their head coaching careers. An interview guide was created exclusively for this study. The analysis of the data was based on the tenets of grounded theory and followed an inductive process of theory development (Strauss & Corbin, 1990). Using the CM and the MML as frameworks, a modified model was designed to portray the cultural perspective of the coaching process. Seven categories indicated the coaches' knowledge of cultural diversity on both athlete development and team success. The categories were called International Athlete Development and International Athlete Performance and Satisfaction, which revealed the coaches' perceptions on international athlete and personal development; (3) Environmental Context, which discussed the American dimension of coaching intercollegiate female soccer athletes; (4) Social and Team Structure, which was the implementation of cultural coaching knowledge, and the following categories; (5) Coach Philosophies and Experiences; (6) International Athlete Individual Aspects and (7) Game Preparation and Game Day, which defined coaches cultural understanding as it relates to aspects of training and competition. This study provided a deeper understanding of cultural coaching competence, leading to the recommendation of effective strategies and interventions for coaching culturally diverse teams and athletes.

This paper examines the tensions resulting from multiculturalism's quest to achieve equality through the recognition of cultural difference. The author argues that multiculturalism is inherently limited in its potential to recognize deep difference because it operates through the framework of the conceptual heritage of the Enlightenment's political project. Multiculturalism's dependence on Enlightenment evaluative norms means that difference and diversity can be recognized to the extent that they further the objective of achieving liberty and equality for all. The author examines the theoretical legacy of the Enlightenment as it informs the multicultural project and also analyses the impact of poststructuralist theory on multiculturalist conceptions of identity.

Abstract This essay takes as its starting point that the Swedish classroom often is an intercultural environment and that it is therefore important to address issues connected to ethnocentrism in it. In this essay I examine how the novel The Reluctant Fundamentalist by Mohsin Hamid can be used in schools to raise such ethnocentric issues. The novel’s didactic potential becomes clear by capturing some of the views held by the book’s protagonist as an alternative to Western ethnocentric concepts. Furthermore, the ambiguity of the novel allows for students to reflect on the identification processes that produce ethnocentrism. The power of nostalgia is also discussed in this essay, and with it nostalgia’s possibly alluring, yet counterproductive qualities. Together, these topics and themes from The Reluctant Fundamentalist combine to illuminate a use of literature within the context of intercultural education. Keywords: Intercultural education, Ethnocentrism, Calvinism, Islam, Capitalism. / <p>Dominant cultures exist in many different guises, yet may function almost invariably in symbiosis with double standards and discrimination. However, these acts are often only recognised by those being subjected to them, not by those practising the same. Selective concern and empathy depending on who the practitioners happen to be, as well as who the recipients of said acts are, actually helps to illustrate the precise definitions of these terms.</p>

No description available.

Thesis (PhDEducation)--University of South Australia, 2003.

Thesis (Ph.D.)--University of Rhode Island and Rhode Island College, 2006. / Includes bibliographical references (leaves 249-272).