Project report (D. Min.)--George W. Truett Theological Seminary, Baylor University, 2002. / Abstract. Includes bibliographical references (leaves 178-183).

Thesis (D. Min.)--Abilene Christian University, 2000. / Includes abstract and vita. Date on t.p. is 1999. Approved 5/12/00. Includes bibliographical references (leaves 164-170).

Thesis (D. Min.)--Abilene Christian University, 2000. / Date on t.p. is 1999. Approved 5/12/00. Includes abstract and vita. Includes bibliographical references (leaves 164-170).

Thesis (D. Min.)--McCormick Theological Seminary, 2002. / Includes bibliographical references.

Thesis (D. Min.)--Southern Methodist University, Perkins School of Theology, 1977. / Includes bibliographical references (leaves 196-201).

This qualitative inquiry explores a community-based art partnership called the semester programs that took place between Artpace San Antonio and Louis W. Fox Academic and Technical High School from 2004 until 2006. This narrative inquiry used interviews with artists and former Fox Tech art students involved in our program, along with my teacher/ researcher reflections, to make meaning from the data. The artists involved in the semester programs were Gary Sweeney, Daniel Guerrero, David Jurist, and Ethel Shipton. Former students interviewed include Eloy McGarity, Rosa Leija, John Contreras, and Jennelle Gomez, while I, Maria Leake represent the voice of the art teacher. Our stories of experience were analyzed and connections between situated learning theory, creativity theories, community-based art education, and memory research were all recognized as being exhibited during our community partnership programs. There were seven patterns and themes that were noted as occurring within each semester program, as well as notable distinctions. The patterns and themes from the data analysis suggest that our community partnership reflected the following: learning and creative expression went beyond the individual; networks of support and communication were available to all participants; challenges were acknowledged; empathy between participants was an unintentional outcome; working together as a community of practice facilitated personal interactions and connections; learning and creative expression went beyond the traditional curriculum; and educational benefits were realized by all participants.

Thesis (Ph. D.)--St. Mary's University, San Antonio, Texas, 2007. / "December 2007." Includes bibliographical references (p. 120-132) and appendices.

Thesis (Ph. D.)--St. Mary's University, San Antonio, Texas, 2007. / "December 2007." Includes bibliographical references (leaves 281-301) and appendices.

Thesis (Ph. D.)--St. Mary's University, San Antonio, Texas, 2007. / "October 2007." Includes bibliographical references (leaves 74-85) and appendices.

The purpose of the investigation was two-fold: (1) to develop an educational design for consciousness-raising in social justice education using Paulo Freire's literacy method, and (2) to investigate its effect on the Incarnate Word sisters' attitude toward the economically poor, Workshop sessions examined social justice concepts of the economically poor as stated in the Acts of the Congregation's General Chapter and applied Freire's method of consciousness-raising outlined in his Pedagogy of the Oppressed and his Education for Critical Consciousness.