M.Ed. (Educational Management) / Please refer to full text to view abstract

<p> This research explores Chicanx identity and how <i>cultura,</i> specifically <i>son jarocho,</i> can be used to reshape and remake identity. <i>Son jarocho,</i> a musical and cultural tradition from Veracruz, M&eacute;xico, has moved across borders, and is now present in the U.S. (D&iacute;az-S&aacute;nchez and Hern&aacute;ndez, 2013). However, there is little documentation as to how <i>son jarocho</i> is embodied in the communities that are practicing this music. This research documents how an intergenerational collective of Chicanxs in San Antonio, <i>Tejas </i> is using <i>son jarocho</i> and its <i>cultura</i> to decolonize their identities, reclaim indigenous and afro-mestizo roots, and as a vehicle for social justice. Through <i>testimonios</i> from Chicanxs, this thesis documents how <i>son jarocho</i> traditions and culture have formed transnational communities between Chicanxs and communities in Veracruz, <i>M&eacute;xico.</i> Through Chicana feminist epistemologies (Delgado Bernal, 1998) and decolonial research methods (Tuhiwai Smith, 2012), this thesis documents Chicanx stories through Chicanx voices. This research aims to help fill the need for documentation&mdash;through Chicanx voices&mdash;on how Chicanxs today are using the arts to build community. </p><p>

Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006). Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship. This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.

At a time when schools are becoming increasingly diverse in composition, this study explored five student teachers' perspectives on the changing role of teachers in a multicultural society. By using a constructivist framework and qualitative methodologies, interviews were conducted with student teachers in a Canadian elementary teacher education program. Two data sets consisting of one-on-one interviews were collected. The first set was collected after students had completed a thirteen week practicum. The second set was conducted after the student teachers had completed program requirements and had graduated from university with an education degree. Students' conceptualizations of the teacher's role in culturally diverse classrooms are described in six categories: bridging gaps in knowledge; being proactive as a role model; nurturing self-esteem and personal pride in heritage; focusing on care, respect, and acceptance; creating a safe and inclusive environment; resisting the lure of assimilation and the status quo. Life experiences which were influential in the formation of the students' conceptualizations are also described and organized by theme. The results of the study demonstrate that conceptualizations traversed a range of philosophical arguments outlined by theorists, and students' beliefs reflect key elements of conceptions portrayed in the approaches used to meet the needs of culturally diverse classrooms described in the literature. The findings underscore the need for multicultural theory in teacher education and for a pedagogical approach which encourages students to become reflective practitioners who are able to examine and critique personal beliefs in relation to the evolving needs of a multicultural society. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

<p> The under-representation of racial minority students in Gifted and Talented Education (GATE)programs has been an issue with little to no resolution (Ford, 2002). These under-represented racial minority groups are experiencing the obstacles of discrimination. Ogbu&rsquo;s (1987) observation offers a framework distinguishing minorities: voluntary and involuntary. </p><p> Researchers report on the under-representation of &ldquo;involuntary&rdquo; minority groups (McBee, 2006). Researchers have offered keys to opening the gates of GATE programs to bring about racial equity. Recruitment processes: alternative assessments and teacher referrals are available to identify minority GATE students (Elhoweris, Mutua, Alsheikh, &amp; Holloway, 2005). Retention practices: racial diversity of gate teachers, culturally responsive pedagogy, culturally responsive curriculum, and a classroom culture of caring are available to support racial minority gate students once in the program (Delpit, 2006). </p><p> This mixed-methods study is of one school&rsquo;s GATE program, Multicultural Middle School (MMS). The study used descriptive statistics to analyze percentages of racial representation of MMS&rsquo;s GATE students and GATE teachers. The study also used questionnaires, observations, and interviews to analyze MMS&rsquo;s GATE teachers&rsquo; knowledge and practices in regards to the research-based recruitment processes and retention practices of underrepresented racial minorities. </p><p> This study found that the <i>voluntary racial minority group</i> was over-represented and one of four <i>involuntary racial groups</i> was under-represented. This study also found that MMS&rsquo;s GATE program had achieved racial equity in three of the four involuntary racial minority groups. At the time of this study, MMS&rsquo;s GATE program was trending toward equity.</p>

Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' academic potential, tracking, and testing practices. Interaction among these factors frequently leads to placement in lower track courses. It was found that the absence of formal tracks could be misleading to immigrant students, particularly those with high aspirations who do not understand the implications of the informal tracking system. Findings are discussed in relation to current theoretical explanations for minority student performance.

The object of this research was to discover whether the related concepts of "practical certainty" (Dewey) and "going on" (Wittgenstein) might shed light on the nature of successful intercultural communication and how it is accomplished. The inquiry is significant because much of the research in the field to date is product- not process-oriented and involves models difficult to translate into practical life. The methodology involved the assumption that utility is a more suitable research goal than truth. Student-teacher interactions were taped in two kinds of class conferences at the University of New Hampshire, (1) foreign students being taught by an American, and (2) American students being taught by a Chinese woman. Participants were also interviewed. The concepts "practical certainty" and "going on" were found to shed new light on how successful intercultural communication is actually "done."

Key leaders within the social work field have repeatedly challenged social work educators to address issues of race and racism, in addition to other forms of identity and oppression, in social work education and practice. Little is known, however, about if and how these issues are being addressed by social work faculty teaching advanced clinical practice courses. This qualitative study examines the manner and extent to which 15 social work faculty, all of whom teach advanced clinical practice courses in one of four graduate social work programs on the East Coast of the United States, conceptualize and address issues of race and racism in their teaching of clinical social work. Analysis of the 15 interviews suggests that most participants view race primarily as an individual ethnic or cultural identity and racism as a largely micro level phenomenon that is the result of racial prejudice. Few participants appeared to understand race as a social identity situated within structures of power and privilege or how racism operates at a structural or institutional level. For example, in discussing a case vignette provided by the researcher, they focused on symptomatology, diagnosis, and assessment rather than the possible implications and effects of race and racism on a client of color. Overall, participants in this study appeared to lack conceptual, historical, and sociological knowledge about race and racism. While participants in this study view themselves as committed to addressing issues of diversity and social justice, they also acknowledge their struggle to enact this commitment in the classroom. The findings from this study suggest that additional faculty development opportunities and institutional support will be needed before clinical social work educators are likely to meet the challenge to effectively address issues of race and racism as well as other issues of identity and oppression in the classroom.

This study was about composing collaboratively. General music classrooms are often creative, fun and spontaneous spaces in which improvisation and composition exist in different degrees. Time is a limitation in the general music classroom and rarely do students have the time to re-work their compositions. On the other hand, the large ensemble provides the students with time to evolve and refine their work. In the large ensemble however, the creative choices are usually out of the students’ hands. This study aimed to understand the experience of students and a teacher composing music together. The specific focus was to understand the creative process: (preparation, incubation, illumination, and verification) as it may exist in a large ensemble format where young composers write for and with their peers. The study took take place in a New York City after school program in the South Bronx called UpBeat NYC. UpBeat is a not-for-profit, free of charge music program for the community. The participants were high school instrumentalists who participate regularly in large ensembles such as Orchestra and Jazz Band. The ensemble met once a week for the duration of an academic year. Data collection included interviews, brainstorming sessions, field notes, and the teacher’s journal. Through a deeply reflective and reconstructive narrative, the author’s engagement with the data uncovered themes relating to culture, community, representation and colonialism. Through the author’s vulnerabilities, mistakes and process, the study not only offers a window to look at possible strategies for a composing ensemble, but it also offers a reflection about research and ethnographic positionality.

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