Young Adult Dystopian Film exercises an influence over young people of which they are not aware. As part of a structure of domination these films teach students to participate in their own oppression by the capitalist system. The film industry maintains a hidden curriculum like that utilized in school classrooms to conceal the oppression from the masses. One particularly effective means is the portrayal of resistance against oppression in the narratives of the YA Dystopian Film. Young people are drawn to that narrative and end up supporting the structure of domination financially and ideologically. Modes of resistance to this oppression can be found in Media Literacy Education and Public Pedagogy (e.g. culture-jamming). Teachers can incorporate Media Literacy and culture–jamming into a form of radical pedagogy to emancipate students from that oppressive relationship.This thesis investigates the usage of this radical pedagogy though an action research project in a high school drama class in the intermountain west. The students learned the theories, critically reflected on the situation, and created a live culture-jamming performance. The results of the action research show the affordances and limitations of this approach and offer suggestions for instigating its usage by media literacy educators.

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Hidden curriculum scholars have long since recognized the function of the visual in shaping the educational experiences of youth. Scholars have noted that the hidden curriculum of schooling has functioned as a primary socialization mechanism to reproduce capitalism, the state, gender, racial, and class-based inequalities. Today, urban high school spaces present both invisible and visible curricula that are shaped not only by the many images that comprise a school's visual culture, but also by the wider visual landscape. This is of particular import for working-class young Black women who are often framed and seen as social and economic problems within the discourse on urban schools/urban school failure. This discourse teaches. It is taught in and through the everyday visual texts, spaces, and places young Black women navigate to the point that the discourse linking Black femaleness, poverty, and failure becomes natural/normal. It is normalized to the point that it becomes "hidden in plain sight." The simultaneous transparency and invisibility of knowledge presents urban educators concerned about the Black girl and other youth of color with three intersecting problems. First, the educative role of the visual has been underexplored in the research literature on urban schools/urban schooling. Second, within the context of urban schools, we do not know enough about if and or how the educative role of the visual shapes young Black women's relationship with teaching and learning. Third, we do not know if or how the contentious relationship between visual learning inside and visual learning outside of school shapes young Black women's relationship with education as a formal institution and or a process. Given these three intersecting problems, this dissertation project centers on examining the educative impacts of place, visual culture, and design in an effort to fill the gap in the scholarship regarding this portion of the educational experiences of young Black women. Using visual ethnography and discourse analysis as primary methods, I engage a group of five primary student participants who attend a non-traditional, design-focused science and technology magnet school where they are one of the largest student cohorts. Einstein 2.0 is an instance of a progressive, non-normative, small learning community that is attentive to the power of the visual in shaping the teaching and learning experiences, especially for youth of color. In this way, it is a case that can help us better understand the challenges, opportunities, and complexities of harnessing the visual in the urban school context. In this study I argue that by creating a safe and emotionally engaging environment that rejects using punitive disciplinary frameworks and pseudo-factory/pseudo-prison design, Einstein's visual and school culture gave rise to an increased sense of emotional readiness for both producing and receiving knowledge that stands in sharp contrast to the more traditional ways urban schools often approach managing and controlling its student(s') body(ies). Given the increased role of the visual in shaping teaching and learning for youth in the 21st century urban context and the persistent link between young Black women and urban educational/societal failure, having the emotional readiness to deal with these challenges is crucial to their self-definitions (Collins, 2000) and internal motivation to reject and or exceed societal expectations. Using Einstein's approach to visual and organizational culture as a model, I make specific recommendations for educators tasked with or concerned about creating engaging school spaces for young Black women and other youth of color. These recommendations demand further attention to the ways that the visual, spatial, and emotional interact to contour the educational experiences and consumption practices of youth in urban America today. / Urban Education

The objective of this program of research was to listen to parents voices on homework with a focus on what homework means for their children, themselves and their families. While, within this body of literature, there is consensus on a definition of homework, a multitude of studies on homework and its effect on academic achievement and the development of work habits, and an extensive body of literature on types of homework assignments, there are no known qualitative studies on homework from parents perspectives. Within schools, teachers are positioned as knowing professionals and parents are positioned as helpers, who know less about the learning process. Power and authority rest with educators who make decisions important to teaching and learning decisions about homework policies and practices, for example often with little or no parent input or participation. Because teachers ask for little input from parents, parents rarely feel they can talk to teachers about their childrens experiences with homework and the resulting impact on their family.<p> Determining what knowledge parents of elementary school children (pre-Kindergarten through Grade 8) hold about homework, how they feel about homework, how homework impacts their children, how homework impacts them as parents, and how homework impacts their families was the focus of this narrative inquiry. The parents stories highlight the non-academic benefits the parents believe exist for their children through their engagement with homework. They also bring to the fore the many reasons homework can be problematic for their children and for them as they attend to the individuality of their children and the complexity of their family lives. They raise important issues for educators to consider in relation to homework: the implications variations within families, schools, teachers, parents and students may have for homework policies and practices; the need for reciprocity in home/school communications and the development of equitable rather than hierarchical relationships between parents and educators. Possibilities for changes in teacher education, both preservice and inservice; for a rethinking of policy and practice for both parents and educators; and for the direction of future research all emerge in this work.

The objective of this program of research was to listen to parents voices on homework with a focus on what homework means for their children, themselves and their families. While, within this body of literature, there is consensus on a definition of homework, a multitude of studies on homework and its effect on academic achievement and the development of work habits, and an extensive body of literature on types of homework assignments, there are no known qualitative studies on homework from parents perspectives. Within schools, teachers are positioned as knowing professionals and parents are positioned as helpers, who know less about the learning process. Power and authority rest with educators who make decisions important to teaching and learning decisions about homework policies and practices, for example often with little or no parent input or participation. Because teachers ask for little input from parents, parents rarely feel they can talk to teachers about their childrens experiences with homework and the resulting impact on their family.<p> Determining what knowledge parents of elementary school children (pre-Kindergarten through Grade 8) hold about homework, how they feel about homework, how homework impacts their children, how homework impacts them as parents, and how homework impacts their families was the focus of this narrative inquiry. The parents stories highlight the non-academic benefits the parents believe exist for their children through their engagement with homework. They also bring to the fore the many reasons homework can be problematic for their children and for them as they attend to the individuality of their children and the complexity of their family lives. They raise important issues for educators to consider in relation to homework: the implications variations within families, schools, teachers, parents and students may have for homework policies and practices; the need for reciprocity in home/school communications and the development of equitable rather than hierarchical relationships between parents and educators. Possibilities for changes in teacher education, both preservice and inservice; for a rethinking of policy and practice for both parents and educators; and for the direction of future research all emerge in this work.

I syfte att undersöka om, och i så fall hur, förskollärare arbetar med djuretik som en värderingsfråga undersöks (1) förskollärares tolkning av läroplanens skrivning om ”respekt för allt levande”, (2) hur förskollärare arbetar med värderingsfrågan djuretik och (3) vilken hänsyn de tar till läroplanens krav på saklighet och allsidighet i detta arbete. Empirin bygger på kvalitativa intervjuer med sex förskollärare varav 3 är vegetarianer. Analysen baseras på poststrukturalistisk teori och teori om den dolda läroplanen. Informanterna anger att de arbetar med djuretik i ringa omfattning men visar också att förskollärarna förmedlar omedvetna budskap om djuretik. Hur dessa förskollärare arbetar med djuretik kännetecknas av en relativt stor heterogenitet som delvis är beroende av de intervjuades kostval. Mot bakgrund av att lärarna i denna studie tolkar in djur i läroplanens direktiv om att arbeta för att barn utvecklar ”respekt för allt levande”, dras en slutsats att den lärare som vill arbeta för att barn ska utveckla respekt för djur kan hänvisa till denna skrivning för att rättfärdiga sitt arbete. / In order to examine whether and, if so, how preschool teachers work with animal ethics, I investigate (1) preschool teachers' interpretation of the the formulation of the Swedish curriculum about "respect for all living things", (2) how preschool teachers work with issues of animal ethics, and (3) which consideration they give in this work to the curriculum requirements of objectivity and comprehensiveness. The empirical data is based on qualitative interviews with six pre-school teachers whereof three are vegetarians. The analysis is based on poststructuralist theory and theory of the hidden curriculum. The informants tell that they are working with animal ethics to a small extent. However, the teachers do also mediate unconscious messages about animal ethics. How these preschool teachers work with animal ethics is characterized by a relatively high heterogeneity that partly depends on the food choice of the interviewees. Given that the teachers in this study do include the animals when they interpret the curriculum directives on working to ensure that children develop "respect for all living things", I conclude that the teachers who want to work for children to develop respect for animals may refer to this curriculum wording to justify their work.

The purpose of the study is to find out how Swedish teachers in grade 6 integrate the school’s value base into the Swedish subject. Following question have driven the study: How is value-based work integrated into Swedish subject in grade 6? What methods/teaching strategies do Swedish teachers in grade 6 use to integrate the value base into Swedish subjects? How does Swedish teacher experience value-based work in Swedish subjects in grade 6? The methods that’ve been used are qualitative methods in form of participatory observations and teacher interviews. The study is based on teacher’s perspective. The theories that’ve been used in the study are the socio-cultural perspective, the hidden curriculum, the prevention work and the social interaction. The value base is a term that can interpreted on several different levels. A value-based work need to be done all the time. It should be an active work that will permeate all Swedish education. The foundation of values for the students is to feel safe and to be able to express themselves through their education. Through the value base, students should feel involved in the teaching as well as school’s activities. The results were a co-operative learning, inclusive education, value-based exercises, four corner-activities, every-other questioning method, health- and safety groups, student advice, property-oriented methodology, cognitive development methology, role-playing methology and value-clarification method.

The South African Military Health Service (SAMHS) Nursing College offers a four-year integrated nursing programme leading to registration as a professional nurse at the South African Nursing Council (SANC). Student nurses assume a dual role when entering the SAMHS to commence with nurse training – that of a soldier and a nurse. Because student nurses have to assume dual roles, hidden aspects of military culture may influence the professional socialisation of student nurses in one way or another. With a view to determining whether the military environment does indeed impose any influence on student nurses’ professional socialisation, this study set out to explore the multifaceted context in which these students find themselves. Given the organisational and locational complexity of the SAMHS Nursing College, its campuses and the three military hospitals in South Africa, the population was narrowed down to an accessible target population comprising nurse educators and student nurses of the SAMHS Nursing College (Main Campus). Included in the two samples were nurse educators at the SAMHS Nursing College who had at least three years’ experience as nurse educators and who were registered with the SANC as nurse educators, and student nurses registered at the SANC for the fouryear Integrated Nursing Programme and who were in their fourth year of training. A qualitative constructivist grounded theory study was conducted based on the researcher’s philosophical assumptions. The researcher made use of focus groups and critical-incident narratives to collect data. In keeping with the constructivist paradigm adopted for this study, Charmaz’s (2014) data-analysis approach was followed. Concepts derived from the qualitative data were used to develop a substantive model to create an awareness of the existence of a hidden curriculum, to guide role players through the impact of the hidden curriculum on students’ professional socialisation and to help them to understand how their contribution could improve the outcome of the professional socialisation process / Health Studies / D. Litt. et Phil. (Health studies)

The following thesis "Labelling as a part of a pedagogical discourse at a secondary pedagogical school" discusses the labelling process within the pedagogical discourse. The thesis aims to identify discursive practices used by teachers during the labelling process when evaluating their students, as well as to present different kinds of labels and areas that are considered either an asset or are deemed undesirable by teachers. Consequently, the thesis is of a theoretical-empirical nature. The theoretical part focuses on symbolic interactionism, labelling theory, and possible forms of pedagogical discourse. Furthermore, this part covers possible errors in social perception and areas that are most likely to result in a label being assigned to a student. In addition, considerable attention is paid to the typology of teacher personalities, school and class environments, or the impacts of the "hidden" curriculum. The empirical part introduces readers to qualitative research carried out in the form of participant observation at a pedagogical high school. Based on the research analysis the thesis proceeds to describe teachers labelling behaviour and presents a list of possible labels, including their differences. Key words: labelling, social deviation, social perception, education discource, hidden...