In 2000, the passage of Proposition 203 in Arizona virtually replaced bilingual education with a Structured English Immersion (SEI ) program. In 2006, the State legislature passed House Bill (HB) 2064 which essentially segregated ELL students for four hours of the school day in an SEI classroom in which English Language Development (ELD) was taught. In 2008, the four-hour SEI block was mandated in public schools across Arizona.This study investigated the lived experiences of public school teachers teaching the four-hour SEI block, the relationship between what these teachers know about second language acquisition and the strategies they utilized, and what they identified as the strengths and weaknesses that resulted from the four-hour SEI block and its implementation.Nine K-12 SEI teachers from one school district in Southern Arizona participated in this study. Qualitative research methodologies were used to collect and analyze data.The results of this study showed that teachers' experiences and teaching strategies were diverse and greatly influenced by their classroom composition, professional development, interpretation of the laws surrounding the program, and directives given by administrators. Findings from this research also indicated that teachers identified substantially more concerns than advantages related to the four-hour SEI program. Specifically, teachers thought the SEI classroom provided a safe environment in which students could practice English. However, teachers were concerned about the negative social and academic repercussions experienced by ELLs as a result of the SEI program and also expressed their own professional concerns related to the four-hour model.

This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary history textbooks are content manifest and critical discourse analysis and a modification of Pratt's ECO analysis which measures judgment values of descriptive terms. Data mining includes word choice, events, contributions, and governmental relations as these refer to the American Indian. Unexpected outcomes from this research resulted in a spider graph of four relational power axes to visually display diametrically opposed ideological discursive formations. Textbooks introduce students to authoritative content within the public school environment to impart national historical experiences that will shape their national identity, ideology and culture. Negative or inaccurate instances of the United States relationships with 566 American Indian Nations can affect social and political issues of Indian People today. This work will contribute to the field of American Indian Studies, Curriculum and Instruction, Cultural Studies, Critical Discourse, Critical Pedagogy, Indigenous Theory and Pedagogy, Popular Culture, Social Justice, Language Studies, Identity, Ethics, American Indian and Public Education.

This dissertation examines the potential congruencies and complementarities of Waldorf education, Culturally Relevant Pedagogy (CRP), Culturally Responsive Schooling (CRS), Critical Pedagogy and Native American and Indigenous education. Waldorf education, a German education reform developed in the early 1920s, is a little researched schooling system, and previous research on this reform has examined its impacts within its traditional contexts, namely, private schools. At the same time, significant literature exists which addresses the importance and efficacy of reforms for students of color such as those in CRP, CRS and Critical Pedagogy. There is also a body of work which points to key pedagogical components which support Native American/Indigenous students in school. This dissertation examines the interplay between all three of these complex systems by examining attempts to integrate them in the classroom. By examining Waldorf education initiatives in three distinct contexts, I demonstrate that these reforms can work in concert without diminishing the efficacy of any of them. I explore three distinct contexts of Waldorf education. The first examined the impacts of Waldorf education on students who participated in the reform in a private Waldorf school, who transitioned to more traditional, mainstream classes. I conducted participant-observation of a local Waldorf school and in-depth interviews with 14 alumni to explore the impact of this reform. In the second context, I examined how students responded to the use of Waldorf-inspired methods in a community college course I taught, and I investigated their experiences of the reform. Seven students who participated were interviewed in order to investigate the impact of these reforms on their experience as college students. These interviews were complemented by teacher-research I conducted while teaching this Waldorf-inspired course. Finally, I explored the potential of Waldorf education as a reform for Native American students, examining my own incorporation of this reform with other pedagogical tools, such as CRP, CRS, and other forms of critical pedagogy. Included in this section of research are my reflections on a course I instructed with Waldorf-inspired reforms. I also explored various accounts of Waldorf-education reforms by tribal communities, like the Lakota Waldorf School in South Dakota. Several findings from the research conducted here are encouraging. Students from Waldorf school environments demonstrate critical skills and critique schooling environments, invoking stances familiar to critical pedagogues. Students from a Waldorf-inspired community college course were also critical of the typical schooling experiences they had encountered, and spoke of the enriching feeling in their Waldorf-inspired course. Investigation into the philosophical tenets of Waldorf education and Native American/Indigenous epistemologies shows several examples of overlap and similarity, the most striking being elements of spiritual belief and practice as foundational to Native American/Indigenous well-being, and the ability of Waldorf education to address this. While these fields may appear unrelated, this study explores the praxis of these seemingly disparate bodies of work, by examining their similarities and differences. Ultimately, I argue that these reforms can work in concert to support the academic success of culturally and linguistically diverse students and Native American/Indigenous students in particular. The research in these three contexts demonstrates need for further investigation into Waldorf education and its potential to support students of all backgrounds.

This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for Indigenous youth in an era of school accountability and standardizing educational reforms. Urban Native Middle School (pseudonym) opened for four years before being closed under tremendous state pressure from high-stakes testing accountability measurements. This study uses data spanning two periods of data collection: archived data collected at the time of the school's operation, and follow-up data tracking educators', parents' and students' experiences after the school's closure. Careful examination of student, educator, and parent narratives about the school during its years in operation illuminate how adults and youth co-authored a unique reterritorializing both/and discourse, building a school community of practice around connections to mainstream standardized knowledge and local Indigenous knowledges. The transformational potential of the schools both/and approach offered students access to strength-based both/and identities. The second phase of the study, which followed educators', parents', and students' into new school environments, illuminates practices of educational negotiation on the part of participants within geographies of limited educational opportunity for Native youth, both urban and rural. With four years of data collection, this study expands understanding of how Indigenous families choose among available educational environments in landscapes of limited school options and policy labels which fail to address the on-the-ground realities of schooling in Indigenous communities. For the Indigenous educators and families in this study, navigating school choice in an era of high-stakes testing reflects an enduring struggle of American Indian education with educational policy. This study's findings suggest that the transformative potential of both/and schooling has positive and wide reaching implications on the school experience of Native youth, and further illuminates the persevering practices of Indigenous educational survivance in seeking access to more equitable, culturally sustaining educational experiences. With implications for practice and policy, this anthropologic case study of an Indigenous-serving charter school considers the powerful impacts of human relationships on student learning and critiques the injustice perpetuated by snapshot accountability measurements which deny students' spaces for cultivating bridges to access imagined futures.

This dissertation presents the findings of an on-line survey completed by 222 FYC (First Year Composition) instructors at universities and community colleges across the United States along with supplemental information derived from multiple open-ended interviews with seven FYC instructors in Arizona. Both survey and interview questions were designed to accomplish three primary goals: to determine which conventions of academic English FYC instructors identify as most important; to understand the common problems encountered by instructors in teaching those conventions, and; to solicit instructors' perceptions about ways in which learning outcomes might be improved. Results indicate general consensus among FYC instructors on which skills are both the most critical to academic English proficiency and the most difficult for their students to learn. At the same time, the survey and interview responses reflect widespread dissatisfaction with the ways in which academic English sequences are currently structured, apparently related to the instructors' common perception that the sequences are only "somewhat" successful in terms of preparing students for successful academic writing. Accordingly, the overwhelming majority of FYC instructors suggest changes for increasing the effectiveness of their programs; however, there is surprisingly little agreement among them on what those changes should be. The concluding section of this study presents pragmatic suggestions - congruent with a number of the instructors' observations - for reconfiguring FYC sequences. Additionally, it is argued that, aside from the targeted skills addressed by the instructors, the survey and interview responses indicate that academic English has been implicitly invested with culture-specific values which should be made explicit in instruction and which, given the gatekeeping status of FYC courses, the increasing diversity of student populations and the growing divide between the academic and wider cultures, require critical examination.

This case study explores the Spanish speaking and writing practices of middle-school Latina/o youth in Miami, Florida. Its ethnographic approach aims to re-present students learning English as a second language as emerging bilinguals (Escamilla, 2006; García, 2009) who access, maintain, and develop their first language to varying degrees while learning English. Through my position as an attached member (Wax, 1971) of a Spanish-English dual language school, I examined students' Spanish production within larger socio-historical and institutional frames of reference. Shadowing students in their Spanish-instruction classes (e.g., Mathematics, Humanities, and Spanish), I drew from observations, student work, interviews with students, educators and parents, and student focus groups. Analysis of data sources reveal that students, together with influential adults, created and received messages about language--ideologies of language as standard, evolving, and dynamic. Youth engaged in normative translanguaging and transliteracy practices in mathematics class; confronted institutionally-created labels and articulated their bilingual identities as members of two language programs; and developed their Spanish writing as part of varying, yet often prescriptive, literacy instruction. This study adds to the limited research on Latina/o middle-school experiences and K-12 heritage language education. This research has pedagogical and language policy implications for those who educate and oversee the education of bilingual youth.

Engagement with global children's literature is an effective way to introduce multiple perspectives into the classroom dialogue. Yet teachers are often unfamiliar with ways of helping students understand diverse cultural practices and beliefs. The result is that global children's literature continues to be an underused resource. This action research study looked at 25 highly diverse educator study groups as they used global literature with pre-K - 12 students. The goal was to support the development of intercultural understanding. The study groups received $1,000 grants from Worlds of Words (wowlit.org) to fund their yearlong inquiry. The groups met face-to-face throughout the year to reflect on the interactions taking place in their classrooms. All groups met online on a members-only site. Data collected included proposals, reports, teacher vignettes, and interviews. The data was used to document range of study group structures and interactions with global literature. The study groups and online forum were supported by a grant from the Longview Foundation. Through constant comparative analysis, new transformative understandings were identified. Key elements in the development of intercultural understanding included open inquiry, recognition of complexity and multiple perspectives, thinking about culture at a conceptual level, and engaging in open dialogue. Teachers reported an increased understanding of their competence as professionals, their student's competence as problem-posers and thinkers, and the parents' competence as important contributors to intercultural understanding. The study concludes with implications for practitioners wanting to engage in classroom inquiries using global literature to support developing intercultural understanding. A second set of implications suggests ways in which the study group process can be made more effective. New questions are proposed for future research related to the use of global literature in various contexts, including classrooms, online professional development, and libraries.

According to critical pedagogues and post-development scholars, globalization and transnational movement open up new avenues for pedagogy; to be sure, some scholars assert the development sector is in need of a paradigm shift to accommodate "new forms of pedagogy" (Appadurai, 2000) while subaltern scholars call for "alternative pedagogies" (Sherpa, 2014) for the theorizing and understanding of subaltern, marginalized groups within the educational realm. In the search for and transition to a subaltern pedagogy, it is necessary to tap into the very voices of those who comprise the subaltern, because, as Kelly and Lusis (2006) assert, "Researchers are frequently interested in understanding the experiences of 'the immigrant,' as an objective analytical category, rather than the experiences of 'an immigrant'" (p. 831). The aim of this study is to examine the interplay between knowledge production of migrant workers, power as domination and empowerment, and the appropriation of space in considering how these groups are able to segue subaltern epistemologies into forms of activism and empowerment; as such, this study looks at constructions and deconstructions of power among historically oppressed peoples in macro, meso and micro contexts. I assert that dominant discourses of power attempt to perpetuate an intentional subjugation of oppressed groups, in this case, migrant workers, especially female domestic workers. However, via the creation of a critical, oppositional consciousness by way of reciprocity and dialogism within the migrant worker and Lebanese activist community, migrant workers are able to harness agency and empowerment even within the most oppressive of societal conditions. What this research reveals is that migrant workers are able to create powerful counter-cultural communities of practice and epistemological spaces for learning. Based on this research, I assert a subaltern praxis, a paradigm shift comprising of a subaltern pedagogy and practice, that incorporates ideas of critical pedagogy, spatial analysis, and postcolonial/third world feminisms; this dialectic triad informs the subaltern interstitial and liminal experience, the need for the building of a critical consciousness for educators and learners alike, and a re-mapping and re-configuration of subaltern epistemologies for the benefit of all who desire to learn about migration and the refugee experience.

Abstracts in English and Southern Sotho / The past five decades have seen the global emergence and growth of monitoring and evaluation (M&E), which has since become a crucial feature and tool in modern-day programme management. The South African government has in recent years embraced M&E in the South African public service, in order to influence and accelerate the achievement of government’s objectives and mandates. M&E is predominantly implemented in South African public institutions to promote effectiveness and efficiency in public service delivery. It is also used to promote transparency in decision-making, spending of public funds, and good governance, by ensuring that all protocols are observed. M&E also assists the government in tracking the progress of its programmes and policies. M&E is a relatively new practice in South Africa, and it is complex and skills intensive, making it challenging to implement. In most cases, poor coordination and management of M&E contribute greatly to poor M&E performance in South Africa. The policy environment is to some extent supportive of M&E in South Africa, as there are various policy documents developed around M&E. The government is actively engaged in the development of M&E policies and trying to find ways to make them work. The focus of this study was to investigate the effectiveness of monitoring and evaluation activities at the Gauteng Department of Sport, Arts, Culture, and Recreation (GDSACR). The literature section outlined the theoretical framework and the application of monitoring and evaluation both locally and globally. The empirical research explored how M&E is implemented at GDSACR, and how it assists GDSACR in achieving its strategic objectives. The empirical study further investigated how M&E contributes towards the achievement of social cohesion and nation-building at GDSACR. The research links the existing M&E theories to practical implementation of M&E at GDSACR, moreover, establishes intricacies of implementing M&E in public institutions with multiple policies and projects. The dissertation provides an opportunity for GDSACR to revisit its M&E practices and move in a direction in which M&E is the cornerstone of project management at GDSACR. Furthermore, the study further calls for adoption of M&E as a means to learning, and promotion of transparent and accountable governance which reflects in the service delivery standards and good practices to further promote the government agenda of accelerated service delivery. / Mengwagasome ye mehlano ye e fetilego go bile le go tšwelela le kgolo lefaseng ka bophara ga tlhokomedišišo le tshekatsheko (M&E), tšeo di fetogilego setlabelo le sedirišwa se bohlokwa ka taolong ya mananeo ya sebjalebjale. Mmušo wa Afrika Borwa mo mengwageng ye e sa tšwago go feta o amogetše M&E ka Tirelong ya Setšhaba ya Afrika Borwa, ka nepo ya go huetša le go akgofiša phihlelelo ya maikemišetšo le dithomelo tša mmušo. M&E e dirišwa kudu ka dihlongweng tša mmušo tša Afrika borwa ka nepo ya go tšwetša pele go šoma gabotse le ka fao go hlokago mathata ka kabong ya ditirelo tša setšhaba. E šomišwa gape go tšwetša pele go hloka sephiri ka go tšeyeng ga dipheto, ka go šomišeng ga ditšhelete tša setšhaba, le ka pušong ye kaone, ka go netefatša gore ditshepedišo ka moka di a obamelwa. M&E e thuša gape mmušo go latišiša tshepedišo ya mananeo le melawana ya yona. M&E ke mokgwa o moswa ka Afrika Borwa, ebile e hlakahlakane ebile e nyaka bokgoni bjo bogolo, gomme se se dira gore go be boima go e phethagatša. Mabakeng a mantši, kgokaganyo le taolo ye e fokolago ya M&E di na le seabe se segolo go go šoma gampe ga M&E ka Afrika Borwa. Seemo sa melawana se thekga M&E ka Afrika Borwa. Mmušo o gare ka go ngwala melaotshepedišo ya M&E ebile o leka go hwetša ditsela tša go dira gore e šome. Nepišo ya dinyakišišo tše e bile go nyakišiša go šoma gabotse ga ditiro tša tlhokomedišišo le tshekatsheko ka Kgorong ya Dipapadi, Bokgabo, Setšo le Boitapološo ya Gauteng (GDSACR). Dinyakišišo di dirišitše mekgwa ye e hlakantšwego. Karolo ya tshekatsheko ya dingwalwa e akareditše tlhako ya teori le tirišo ya tlhokomedišišo le tshekatsheko go bobedi ka nageng le lefaseng ka bophara. Dinyakišišo tša go diriša bohlatse di utollotše ka fao M&E e phethagatšwago ka GDSACR, le ka fao e thušago GDSACR go fihlelela maikemišetšo a yona a togamaano. Dinyakišišo tša go diriša bohlatse di tšwetše pele go nyakišiša ka fao M&E e nago le seabe ka phihlelelo ya tirišano ya setšhaba le kago ya setšhaba ka go GDSACR. Monyakišiši o dirišitše mokgwa wa go botšiša dipotšišo ka sewelo ka nepo ya go utolla maikutlo le ditiro tša M&E ka gare ga kgoro. Dinyakišišo di utollotše gore maemo M&E ka go GDSACR ga a kgahliše ebile a hloka go kaonafatšwa. Dinyakišišo di tšwetše pele go utolla gore M&E ga e šomišwa kudu ka fao go swanetšego. / Public Administration and Management / M. Admin. (Public Administration and Management)

The study examines the first forty years of a humanities journal, Libraries & Culture (hereafter Journal). Founded in 1966 as The Journal of Library History, its contributors shaped and reshaped the Journal according to the values, habits, and competencies that they brought to changing circumstances. Over a period of forty years marked by administrative, managerial, financial, editorial, and technical challenges, the editors transformed the Journal into an interdisciplinary and erudite publication distant from its earliest beginnings as a compendium of entertaining vignettes and didactic notes on the writing and uses of library history. This study considers salient points of transformation during the life of the Journal, highlighting issues associated with various crises in scholarly communications. Key issues confronted by the Journal include the now familiar dilemmas over journal pricing structures, subscription cancellations, bibliographic control, prestige surveys and citation rankings, pressures on authors to publish, peer-review, and modes of dissemination. Historical and sociological contexts frame the resolutions of these dilemmas that are treated chronologically as they erupted in the trajectory of the Journal. The historical investigation draws on archival sources, secondary sources, interviews, participant observation, and close reading of the publication to construct a narrative about the Journal in the context of 1) changing priorities in higher education; 2) challenges faced by university presses and scholarly publication in general; and 3) professional and disciplinary developments in librarianship. The characters, actions, and settings of the history are interpreted through a sociological lens, crafted from a beginner’s understanding of the work of Pierre Bourdieu. Bourdieu’s concepts of social field, multiple forms of capital, capital conversion, and habitus form the interpretive frame for the narrative. The choice of Bourdieu’s heuristic approach implies a broader interest in framing scholarly communications as value negotiations among sets of players in interdependent social fields. The players struggle not just to preserve their positions in the production and dissemination of scholarship, but also contend with others in powerful social fields--state governments, university hierarchies, and markets--about the creation of cultural capital and the power to define what is legitimate knowledge. / text