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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 8 of 8 (0.122 seconds)| 1 |
Transforming researchers and practitioners: The unanticipated consequences (significance) of Participatory Action Research (PAR)Peterson, Kristina 20 May 2011 (has links)
Each of us has knowledge but it is not complete. When we come together to listen, we learn, we grow in understanding and we can analyze better the course that needs to be taken. One thing I learned over the past several years is that words and their interpretation have power. Grand Bayou community member This dissertation examines the question of change in the non-community people who have interacted or come into contact with the Grand Bayou Participatory Action Research (PAR) project. Who Changes?, a book on institutionalizing participation in development, raises the issu of "where is the change?" in a participatory project (Blackburn1998). Fischer (2000), Forester (1992), and Wildavsky (1979) indicate that a participatory process is beneficial to all stages of planning policy development, and analysis. However, planners, academics, and practitioners who work with high risk communities are often of different cultures, values, and lived experience than those of the community. Despite the best intentions of these professionals, these differences may at times cause a disconnect from or a dismissal of the community's knowledge, values or validity claims as the participatory process transpires. The outside experts often fail to learn from the local communities or use the community's expertise. The Grand Bayou Participatory Action Research (PAR) project, funded in part by a National Science Foundation (NSF) grant, investigated the viability of PAR in a post-disaster recovery project. The NSF report revealed that the community did gain agency and political effectiveness; the study and evaluation, however, did not focus on the outside collaborators and their change. Freirian and Habermasian theories of conscientization and critical hermeneutics would assume that those engaged with the project have changed in some way through their learning experience and that change may be emancipatory. The change builds on a core tenet of PAR in developing relational knowledge while honoring the other. This study used a case study methodology utilizing multiple sources of evidence to explore the answer to this question. A better understanding of the change in outside collaborators in a PAR project can be helpful in developing a more holistic participatory community planning process.
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Social constructionism in the middle school chorus: a collaborative approachDebrot, Ruth Ann 07 November 2016 (has links)
Middle school programs occupy a unique place in choral music education. This study builds upon and makes a unique contribution to the body of literature in choral music education by introducing critical participatory action research into the social ecology (Shotter, 1993) of the middle school choral classroom during the “regular” school day with a non-select choral ensemble. I employed critical participatory action research methodology—a collaborative approach to understanding specific problems in education—because it is a systematic research process conducted for the purpose of generating knowledge that is valid and vital for the well being of learners, communities of learners, and for promoting social change (Carr & Kemmis, 1986; Herr & Anderson, 2005; Kemmis and McTaggart, 1987; Mills, 2010). The purpose of this critical participatory action research study was to create a collaborative model of practice in order to make sixth grade choral music education more relevant and meaningful for learners. In order to accomplish this, I created a constructionist learning environment, applying domains of relevance set forth by Gergen (2001), and examined how this model of practice impacted the pedagogical practices of 19 sixth grade chorus students and their chorus teacher over the period of one semester. All participants collected evidence in the form of video recordings, interviews, journals and portfolios. All evidence was considered in light of the changes that occurred—individually and collectively—in pedagogical and organizational practices and in regard to the original research questions. This report illuminates ways that constructionist principles might be used to create a collaborative model of middle school choral music education and the pedagogical and social practices that emerge when beginning sixth grade students and their chorus teacher share responsibility for teaching and learning.
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Queering as a critical imagination: educators envisioning queering schools praxis through critical participatory action researchCavanaugh, Lindsay 03 July 2019 (has links)
It is well documented that hetero/cisnormativity is prevalent in schools. Queerness predominantly enters schools through anti-Queerphobia work, efforts to protect and include “at risk” gender and sexually creative youth from overt violence and discrimination. ‘Normative’ conceptions about gender and sexuality, however, are not just present in overt gender policing; they lurk in how Queer (LGBTQIA2S+) people are constructed as (in)visible, ‘humourous’, and brave/excessive in and around schools. Hetero/cisnormativty – a hegemonic discourse that interlocks with colonialism, patriarchy, and neoliberalism – is at the heart of why gender and sexually expansive people are not thriving in schools. Mainstream efforts to protect and include Queer people (particularly youth) do not combat hetero/cisnormativity. By focusing solely on the ways that Queer youth are suffering in schools, these strategies absolve schools of looking deeply at how they (re)produce norms and hierarchical, non-reciprocal relationships through space, curriculum, and pedagogy that negatively impact everyone. Through a five-month critical participatory action research (CPAR) project, informed by queer and feminist frameworks, nine activist educators who formed the Queering Schools Collective, explore ways that Queerness/queerness does and can exist in schools beyond protective and assimilationist mainstream efforts. Educators Bridget, Kat, Gabby, Lauren, Max, Gayle, Reagan, Ronnie and Sarah co-researched ways to queer schools through examining the following concepts: inclusion, queerness/queering, and queering schools (space, pedagogy, and curriculum). Analyzing individual interviews, focus group meetings, and select journal entries, this thesis proposes that queering is an orientation towards desire, hope, and thriving; it rejects Queer deficiency narratives and positions queerness as non-dominant ways of being, acting, knowing, and valuing. This thesis likewise conceptualizes queering schools praxis as a flexible, situational process that engages multiple strategies concerned with disruption, reciprocity, and care. Finally, through interpreting collective members’ observations about the process, this thesis positions radical community spaces, where people can dream and strategize, as crucial for enabling queering school praxis. / Graduate
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Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate StudentsAshlee, Kyle C. 29 April 2019 (has links)
No description available.
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Knowing the World Through Mathematics: Explorations of a Social Justice Mathematics CourseMichael R Lolkus (13047873) 14 July 2022 (has links)
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<p>Issues of social justice continue to permeate all aspects of life in the United States. Acknowledging recent calls for racial justice, as well as efforts to restrict what is taught in mathematics classrooms, researchers and practitioners are increasingly exploring the promises of teaching mathematics for social justice in secondary mathematics classrooms. This dissertation contributes to research about how a social justice mathematics course can be utilized in teacher education programs to support prospective mathematics teachers’ (PMTs’) development of their mathematics identities, as well as how PMTs translate social justice mathematics theory into</p>
<p>practice with their secondary mathematics students. This research complexifies the role of primarily white mathematics teachers and teacher educators working toward teaching</p>
<p>mathematics for social justice by foregrounding some of the ways in which social justice mathematics curricula and instruction may continue to center whiteness. </p>
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<p>This dissertation includes three studies focused on the design and delivery of a social justice mathematics course offered to undergraduate students, as well as the learning outcomes</p>
<p>for 11 PMTs enrolled in the first iteration. As such, each study is formatted for submission to a research journal and contains its own questions, methods, findings, discussion, and conclusion. </p>
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<p>The first and second studies detail the experiences of PMTs in a social justice mathematics course. In the first study, I explored how engaging in such a course contributed to PMTs’ mathematics identities. Findings in this case study suggest that sustained engagement with social justice mathematics can contribute to PMTs’ conceptions of mathematics and encourage them to address issues of social justice in their mathematics classrooms. Building on this, three of the PMTs enrolled in the course and I engaged in a critical participatory action research study to investigate their experiences working toward teaching mathematics for social justice in their secondary mathematics field placements. Prior to engaging their students with social justice mathematics tasks, the PMTs focused on developing relationships and trust with students and also maintained a commitment to engaging students with dominant mathematics. </p>
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<p>Informed by a finding in the first study (i.e., PMTs continued to view mathematics as objective and neutral), in the third study, I investigated the prominence of whiteness in the development and facilitation of the course. Using action research and critical whiteness studies, I detail areas in which I perpetuated whiteness, as well as areas in which I began to make progress.</p>
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Duality of Self: For Colored Girls Who Code-Switch When Bringing Themselves To Work Isn't An OptionSylvester, DeLisha 15 May 2023 (has links)
No description available.
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Empowering Counseling Students Who Are Recovering from Substance Use DisorderMoss, Andrew Ryan 20 December 2022 (has links)
No description available.
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Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from HomeschoolingCrum, Melissa R. January 2014 (has links)
No description available.
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