abstract: ABSTRACT
This dissertation addresses the question of how participation in an arts-based sojourn influences university instructors’ perspectives and understanding as related to working with international female Muslim students (FMS). It also addresses what participation in a social justice oriented arts-based inquiry reveals about transformation of perspectives and practices of FMS in instructors’ long-term trajectories. Social justice oriented arts-based inquiry is a powerful tool to unearth issues and challenges associated with creating and sustaining equitable practices in the classroom. This type of inquiry provided instructor-participants with a platform that facilitated their use of “equity lenses” to examine and reflect on external phenomena which may influence their classroom practices as related to FMS. Participation in the art-based sojourn facilitated multiple opportunities for the instructor-participants to reflect critically on their practices, understanding, and perspectives of FMS. This study revealed that the most significant shifts in understanding and perspectives about FMS followed from long-term events and moments in the instructor-participants’ teaching careers. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017
| Identifer | oai:union.ndltd.org:asu.edu/item:45005 |
| Date | January 2017 |
| Contributors | Hahne, Connie (Author), Jordan, Michelle (Advisor), Carlson, David Lee (Advisor), Dixon, Shane (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 198 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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