Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 168-191).

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2005. / Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3897. Adviser: Bradley A. U. Levinson. Title from dissertation home page (viewed Oct. 10, 2006).

Esta tese se situa no campo da formação de professores, com foco nas relações entre experiência, cultura e formação. Ao apostar nas possibilidades de um pensamento em Educação elaborado a partir da experiência, o estudo teve como objetivo analisar o lugar das experiências culturais, especificamente, na constituição de um ethos docente, isto é, em um certo modo de ser professor. Examina, inicialmente, sob que condições históricas o discurso sobre formação cultural de professores ganha legitimidade hoje, bem como sua dispersão em espaços que orientam a carreira docente, quais sejam: pesquisas acadêmicas, políticas públicas e diretrizes curriculares. Como forma de construir uma memória discursiva da concepção de cultura como instância formativa, diretamente relacionada ao discurso em questão, resgata os conceitos de Paideia, Bildung e Hallbildung para, então, inscrever uma concepção particular sobre formação cultural de professores, à luz do nosso tempo. Os movimentos teórico‐metodológicos, por sua vez, compreenderam a revisão de dados históricos, em uma perspectiva de inspiração genealógica, aliada à análise foucaultiana do discurso. O material empírico da tese constituiu‐se de portfólios de experiências culturais, realizados por alunas de Pedagogia, bem como de interações oriundas da organização de um grupo focal com seis dessas alunas. Diferentes autores compõem a ancoragem teórica que sustentou as discussões da tese, dentre os quais destaco: Michel Foucault, Jorge Larrosa e Rosa Maria Bueno Fischer. As análises desenvolvidas possibilitaram identificar que as experiências culturais aparecem implicadas com a constituição de um ethos docente, na medida em que: (1) desencadeiam e potencializam uma abertura aos processos de negociação, o que pressupõe, não raras vezes, rever posicionamentos e acomodar novas verdades; (2) sugerem um certo empoderamento, não no sentido de uma tomada de poder pelas alunas, mas como ampliação de possibilidades de vida; (3) ao se configurarem como um compromisso assumido por essas alunas, naquilo que Foucault denominou cuidado de si, articulam modos de saber e de criar a si mesmo, em direção, quem sabe, à vida boa de que fala a ética. / This thesis is situated in the area of teacher education, focused on the relations among experience, culture and education. From betting in the possibilities of one knowledge directed to education, elaborated from the experience, this study had the objective of analysing cultural experiences, specifically in the constitution of an ethos docent, in other words, from the teacher way of being. Initially, it examines under which historical conditions the discourse on the cultural teacher education gain legitimacy today, as well as its dispersion in spaces that guide the teaching career, which are: academic researches, public policies and curricular directives. As a way of constructing a discursive memory of the conception of culture as a formative instance, directly related to the discourse in question, it rescues the concepts of Paideia, Bildung and Hallbildung for inscribing a particular conception about the cultural teacher education in the light of our time. The theoreticalmethodological movements, in turn, comprised the revision of historical data, from a perspective of genealogical inspiration, allied to the foucaultian analysis of discourse. The empirical material of the thesis consisted of portfolios of cultural experiences carried out by Pedagogy students, as well as interactions from the organization of a focal group with six of these students. Different authors make up the anchorage. The empirical material of the thesis is constituted of portfolios from cultural experiences, realized by pedagogy students as well as interactions deriving from the organization of one focal group constituted by six students. Different authors compose the theoretical anchorage that supported the discussions of the thesis, among which I highlight: Michel Foucault, Jorge Larrosa and Rosa Maria Bueno Fischer. The analysis that have been developed enabled the identification of cultural experiences implicated with the constitution of an ethos docent, in the means that: (1) unleash and enhance openness to negotiation processes, which often presupposes revising positions and accommodating new truths; (2) suggest a certain empowerment, not in the sense of a power takeover by the students, but as an extension of life possibilities; (3) in what they called the care of themselves, articulate ways of knowing and creating themselves, towards, perhaps, the good life of which ethics speaks.

Esta tese se situa no campo da formação de professores, com foco nas relações entre experiência, cultura e formação. Ao apostar nas possibilidades de um pensamento em Educação elaborado a partir da experiência, o estudo teve como objetivo analisar o lugar das experiências culturais, especificamente, na constituição de um ethos docente, isto é, em um certo modo de ser professor. Examina, inicialmente, sob que condições históricas o discurso sobre formação cultural de professores ganha legitimidade hoje, bem como sua dispersão em espaços que orientam a carreira docente, quais sejam: pesquisas acadêmicas, políticas públicas e diretrizes curriculares. Como forma de construir uma memória discursiva da concepção de cultura como instância formativa, diretamente relacionada ao discurso em questão, resgata os conceitos de Paideia, Bildung e Hallbildung para, então, inscrever uma concepção particular sobre formação cultural de professores, à luz do nosso tempo. Os movimentos teórico‐metodológicos, por sua vez, compreenderam a revisão de dados históricos, em uma perspectiva de inspiração genealógica, aliada à análise foucaultiana do discurso. O material empírico da tese constituiu‐se de portfólios de experiências culturais, realizados por alunas de Pedagogia, bem como de interações oriundas da organização de um grupo focal com seis dessas alunas. Diferentes autores compõem a ancoragem teórica que sustentou as discussões da tese, dentre os quais destaco: Michel Foucault, Jorge Larrosa e Rosa Maria Bueno Fischer. As análises desenvolvidas possibilitaram identificar que as experiências culturais aparecem implicadas com a constituição de um ethos docente, na medida em que: (1) desencadeiam e potencializam uma abertura aos processos de negociação, o que pressupõe, não raras vezes, rever posicionamentos e acomodar novas verdades; (2) sugerem um certo empoderamento, não no sentido de uma tomada de poder pelas alunas, mas como ampliação de possibilidades de vida; (3) ao se configurarem como um compromisso assumido por essas alunas, naquilo que Foucault denominou cuidado de si, articulam modos de saber e de criar a si mesmo, em direção, quem sabe, à vida boa de que fala a ética. / This thesis is situated in the area of teacher education, focused on the relations among experience, culture and education. From betting in the possibilities of one knowledge directed to education, elaborated from the experience, this study had the objective of analysing cultural experiences, specifically in the constitution of an ethos docent, in other words, from the teacher way of being. Initially, it examines under which historical conditions the discourse on the cultural teacher education gain legitimacy today, as well as its dispersion in spaces that guide the teaching career, which are: academic researches, public policies and curricular directives. As a way of constructing a discursive memory of the conception of culture as a formative instance, directly related to the discourse in question, it rescues the concepts of Paideia, Bildung and Hallbildung for inscribing a particular conception about the cultural teacher education in the light of our time. The theoreticalmethodological movements, in turn, comprised the revision of historical data, from a perspective of genealogical inspiration, allied to the foucaultian analysis of discourse. The empirical material of the thesis consisted of portfolios of cultural experiences carried out by Pedagogy students, as well as interactions from the organization of a focal group with six of these students. Different authors make up the anchorage. The empirical material of the thesis is constituted of portfolios from cultural experiences, realized by pedagogy students as well as interactions deriving from the organization of one focal group constituted by six students. Different authors compose the theoretical anchorage that supported the discussions of the thesis, among which I highlight: Michel Foucault, Jorge Larrosa and Rosa Maria Bueno Fischer. The analysis that have been developed enabled the identification of cultural experiences implicated with the constitution of an ethos docent, in the means that: (1) unleash and enhance openness to negotiation processes, which often presupposes revising positions and accommodating new truths; (2) suggest a certain empowerment, not in the sense of a power takeover by the students, but as an extension of life possibilities; (3) in what they called the care of themselves, articulate ways of knowing and creating themselves, towards, perhaps, the good life of which ethics speaks.

Submitted in accordance with the requirements of the degree of MASTER OF EDUCATION in the Department of SOCIOLOGY OF EDUCATION of the UNIVERSITY OF ZULULAND, 1993. / In this study the reasons why some Black parents send their children to multi-racial schools in Natal are investigated. The primary aim of this research is to find out what attracts these parents to these schools. Data was collected from parents by means of a questionnaire. The survey revealed that Black parents want ^best education for their children. The study found that parents could not get the best education for their children from schools that cater for Blacks only "because of the inferior education offered in such schools". Parents said that they therefore resorted to sending their children to multi-racial schools, as the government appears to be unwilling to seriously address the crisis in Black education. There is however a drawback with the open private schools. The fees charged by these schools as the study revealed, are so exhorbitant that only the wealthy or middle class Black families could afford them. On the other hand, a number of white schools are experiencing a serious crisis - student numbers were declining, drastically. This means that these schools were to wind up their business. The announcement that certain former white schools were to be open to Blacks has also to be seen in this light. To control this process, these schools were labelled Model A, B and C and later on Model D was added. Each model has its own requirements for admitting Black students. The study revealed that Black politicians and educationists have rejected these models. They reckon that these models do not come near to solving the crisis in Black education. Furthermore, the government did not consult the Black community when introducing these models. The fact that these schools have clearly shown that they are not a solution to the crisis in Black education, strengthen the call for a single education ministry. It is hoped that such a ministry can facilitate the integration of schools in South Africa. / University of Zululand

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This multiple-case study investigated six teachers’ perspectives on their teaching practices and cultural integration in a Chinese heritage language school. This research also explored how the teachers’ instructional practices were linked to Ladson-Billings’ theories on culturally relevant pedagogy (1994). Qualitative in nature, multiple data sources were included, such as semi-structured interviews, classroom observations, and teachers’ artifacts. Data analysis included both within- and cross-case analysis. Within-case analysis showed that each teacher had her particular method of fostering students’ language learning. They also had unique ways of teaching Chinese culture; one held that culture is embedded in literature, another held that culture is the daily life of a group of people, another held that culture is gained through reading, a fourth held that culture is transmitted from one generation to the next, another held that culture is analyzed in relation to other cultures, and, finally, one teacher perceived that culture is hybrid and multifaceted. Based on the central tenets of culturally relevant pedagogy, four themes emerged from the cross-case analysis: (a) motivational and skill-building strategies to promote academic success, (b) individual, plural, and progressive ways to integrate and reconceptualize Chinese culture, (c) rebalancing authority to share power with students, and (d) culture identity development to enhance self-empowerment. Despite the link between the current study and Ladson-Billings’ theory, differences were found. For example, the Chinese teachers viewed heritage language learning as a way to help students connect their family members rather than to become active agents in the larger society. Besides cultural facts, the teachers incorporated cultural virtues and cultural reconceptualization. Instead of focusing on questioning inequities, the teachers encouraged students to build harmonious relationship with other ethnic groups. As the existing studies emphasized minority education for Mexican and African American students, the present study shed new light on language and culture instruction for Chinese Americans. This study suggests four implications: (a) developing heritage language teachers’ professional knowledge about implementing a “student-centered” approach, (b) enhancing heritage language teachers’ critical cultural awareness, (c) investigating heritage language teaching from diverse sociocultural backgrounds, and (d) introducing the theory of culturally relevant pedagogy in heritage language education. / text

Dans le contexte la filière productique-usinage en lycée professionnel, les langages de trois disciplines (mathématiques, construction mécanique, productique-usinage) sont comparées du point de vue de l'enseignement du raisonnement spatial mathématique, selon une approche interdidactique. Deux aspects sont spécifiquement étudiés : d'une part, la description des configurations de solides usuels et d'autre part, la modélisation par l'outil vectoriel. / In the context of the professional and educational program in Automated Manufacturing, languages of three courses (Mathematics, Engineering Design, Automated Manufacturing)are compared from the cross cultural point of view to the way of teaching spatial mathematical reasoning : on the one hand, topological relations between three-dimensional forms and, on the other hand,modelling with vectors as conceptual tool.

Teachers are being asked to implement cultural awareness into their instruction in the 21st century classroom, yet many lack the requisite knowledge and skills to accomplish this. The purpose of this inquiry was to explore the perceptions of teachers who are returned Peace Corps volunteers (RPCV) regarding what in their long-term international experience influenced them to include cultural awareness in their instruction. Bennett's developmental model of intercultural sensitivity and Mezirow's transformative learning theory were the conceptual frameworks. The research questions for this qualitative study asked how a long-term international volunteering experience impacts teachers' pedagogy and what instructional practices RPCV teachers consider to be influenced by their Peace Corps experience. From 11 interviews, codes were identified and categorized into patterns and themes. There were three key findings. The first was that teachers who are RPCVs recognized their Peace Corps experience provided them with a deep cultural experience that brought about the realization of their own culture. The second was their recognition of their ability to adapt to cultural differences more easily than before they had their Peace Corps experience. The final finding was that RPCV teachers choose to use deep and engaging teaching practices with varied approaches, forms, styles, and subject matter in their classrooms upon their return to the United States. Given the current problem of preservice teachers entering teaching jobs with a lack of cultural understanding, these findings could contribute to positive social change by providing a practical approach for policy makers and universities to increase attention to promoting international volunteering and implementing cultural awareness in their curriculum.

This study utilising a 'theory into practice' methodology, interrogates the phenomena of the Australian Regional Art Museum and establishes that curatorship, as a defined visual art practice can sustain the art museum as a viable cultural institution in contemporary regional Australia. It employs a case study of a new model art museum and the curation of selected collections-based exhibitions.