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Erickson, Cynthia Hale. "Critical multiculturalism and preservice teacher education." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000118.
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Farley, Lisa. "Reading critical multiculturalism as an ethical discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ59169.pdf.
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Boscarino, Mary Anita. "Desiring Japan: Transnational Encounters and Critical Multiculturalism." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313179889.
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Brayton, Sean. "A critical postmodern response to multiculturalism in popular culture." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/749.
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My dissertation is motivated by two general problems within contemporary North American racial politics. First, the increasing ideological impetus of a “post-racist” society contradicts a spate of events that are symptomatic and constitutive of racial and ethnic essentialisms. Second, the logic of multiculturalism and antiracism has often been expressed in a language of race and identity rooted in a rigid system of immutable differences (Hall, 1997; Ang, 2001). The challenge is to deconstruct race and ethnicity in a language that is critical of new racisms as well as the ways in which racial and ethnic difference is seized and diffused by market multiculturalism. While some theorists have used elements of postmodern theory to develop a “resistance multiculturalism” sensitive to shifting social meanings and floating racial signifiers (see McLaren, 1994), they have rarely explored the political possibilities of “ludic postmodernism” (parody, pastiche, irony) as a critical response to multicultural ideologies. If part of postmodernism as an intellectual movement includes self-reflexivity, self-parody, and the rejection of a foundational “truth,” for example, the various racial and ethnic categories reified under multiculturalism are perhaps open to revision and contestation (Hutcheon, 1989). To develop this particular postmodern critique of multiculturalism, I draw on three case studies concerned with identity and representation in North American popular media. The first case considers vocal impersonation as a disruption to the visual primacy of race by examining the stand-up comedy films of Dave Chappelle, Russell Peters, and Margaret Cho. The second case turns to the postmodern bodies of cyborgs and humanoid robots in the science fiction film I, Robot (2004) as a racial metaphor at the crossroads of whiteness, inhumanity, and redemption. The final case discusses the politics of irony in relation to ethnolinguistic identity and debates surrounding sports mascots. Each case study recycles racial and ethnic stereotypes for a variety of political purposes, drawing out the connections and tensions between postmodernism and multiculturalism. A postmodern critique of multiculturalism may offer antiracist politics an understanding of race and ethnicity rooted in a strategic indeterminacy, which allows for multidimensional political coalitions directed against wider socioeconomic inequalities.
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Romstad, Carl T. "Multiculturalism in the field of school psychology a literature review and critical analysis /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009romstadc.pdf.
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Neves, Raphael Cezar da Silva. ""Reconhecimento, multiculturalismo e direitos. Contribuições do debate feminista a uma teoria crítica da sociedade"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/8/8131/tde-28092005-170506/.
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Em discussões recentes, algumas teóricas feministas (Iris Young, Nancy Fraser e Seyla Benhabib) têm posto em evidência as pretensões de reconhecimento das identidades de grupos culturais, étnicos, raciais, sexuais, etários, assim por diante. Essas pretensões têm revelado a existência de sociedades multiculturais e também implicado uma crescente demanda por políticas e direitos de afirmação das diferenças por parte dos movimentos sociais. Retomando a vertente crítica dessas teorias, o presente trabalho procura mostrar em que medida é possível mediar tais pretensões por reconhecimento no âmbito do Estado democrático de direito. Nesse sentido, parece promissora a idéia de uma esfera política pública que é capaz de dar vazão a esses movimentos e, ao mesmo tempo, oferecer um critério democrático de legitimidade política.In recent discussions, some feminist theorists (Iris Young, Nancy Fraser and Seyla Benhabib) have focused on claims for recognition of identity-based groups (cultural, ethnic, racial, sexual, aged, and so forth). These claims have showed the existence of multicultural societies and have also given rise to an increasingly demand for affirmative policies and rights by social movements. This work will review those feminist critical theorists in order to show how it is possible to mediate such claims for recognition within democratic constitutional states. In this sense, a political public sphere seems to be a promising idea, which is able to give an outlet for social movements at the same time it gives a democratic criterion of political legitimacy.
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Staley, Brenda Ellen. "Journeying Beyond: Critical Multiculturalism and the Narrative Engagements of White Rural Youth at Shady Grove High School." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402244117.
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Carling, Rylee. "Damsel in Distress or Princess in Power? Traditional Masculinity and Femininity in Young Adult Novelizations of Cinderella and the Effects on Agency." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8758.
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Retellings of classic fairy tales have become increasingly popular in the past decade, but little research has been done on the novelizations written for a young adult (YA) audience. Critical multicultural analysis determining the effect of race, gender, disability, and more has been completed for both original fairy tale retellings and fairy tale retellings for children, but scholars have neglected popular YA novelizations. This study aims to determine how traditional masculinity and femininity affect agency in both male and female characters in YA novelizations of Cinderella. To examine the role of traditional masculinity and femininity in young adult novelizations of Cinderella, a qualitative study was designed to look at the five main archetypal characters of Cinderella, the prince, the stepmother and stepsisters, and the fairy godmother. The study used critical multicultural analysis as defined by Botelho & Rudman (2009) to examine uses of agency and other utilization of power from the characters, and the Bem Sex Role Inventory (1974) was employed to determine traditionally masculine and feminine traits exhibited by characters. Each novel was analyzed on an individual level to determine how traditional masculinity and femininity affected the agency of the characters, after the books were examined on a broader level to establish themes found across the selection. The general trend seemed to indicate that traditionally feminine traits hinder the agency of female characters while affecting male characters less or not at all. The analysis is followed by a discussion about the implications for both educators and readers of young adult literature.
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Sabnis, Sujay. "Cognitivism in School Psychologists’ Talk about Cultural Responsiveness: A Critical Discourse Analysis." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7919.
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Although there is an increase in publications on the topic of cultural responsiveness in school psychology, the research literature does not interrogate the discourse around cultural responsiveness and the modes of practices it enables. Using a preexisting dataset featuring interviews with 15 school psychologists, I analyzed the discursive formations characterizing the talk about cultural responsiveness. Data analysis using the critical discursive psychology framework illuminated the presence of cognitivism in participant talk. Critical discourse analysis drawing on Foucauldian theory of power effects revealed the ways in which cognitivism both enabled and constrained the discursive production of ‘culture’ and ‘cultural responsiveness’. Culture became a primarily cognitive concept (beliefs, values, and tendencies of various groups), and cultural responsiveness came to be a rational non-discriminatory form of decision making process oriented toward individualistic and micro-level forms of practices that had institutional sanction. Implications and recommendations for further research are discussed.
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Taghavi, Seyed Mohammad Ali. "Culture in the public domain and the challenge of multiculturalism : a critical examination of Taylor, Raz and Rorty." Thesis, University of Hull, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343000.
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Meirson, Tal. "Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/521067.
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Literacy & LearnersPh.D.
This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers enact some, but not all principles of the framework of culturally relevant pedagogy.
Temple University--Theses
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Carvalho, Marília Menezes Nascimento Souza. "Minha história conto eu\": multiculturalismo crítico e cultura corporal no currículo da educação infantil." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28112012-094804/.
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Ao confrontarmos a configuração da cultura corporal e da Educação Física no contexto escolar brasileiro e sergipano com as necessidades educacionais contemporâneas, em meio à globalização neoliberal e às relações de poder inerentes, percebemos a urgência da realização de pesquisas que subsidiem uma pedagogia politicamente engajada com a diversidade cultural e a justiça social. Ao propor ações nessa perspectiva, os Estudos Culturais e o multiculturalismo crítico evidenciam a necessidade de investigar os aspectos didáticos que demarcam a prática pedagógica orientada nessa perspectiva, com intuito de embasar o diálogo com a diversidade cultural no currículo escolar. Em julho de 2010, conhecemos o Projeto Identidade: minha história conto eu, desenvolvido em uma escola da rede pública municipal de Aracaju ao longo daquele ano letivo com uma turma da Educação Infantil, cujas perspectivas formativas eram semelhantes. As práticas educativas desenvolvidas inicialmente pelas professoras-coordenadoras do Projeto não incluíam a tematização da cultura corporal com vistas à constituição identitária democrática, apenas como prática de recreação livre e instrumento para trabalhar habilidades de leitura, escrita e ordenação numérica, por vezes fomentando identidades autoritárias e silenciando as minoritárias. O panorama encontrado e o desejo expresso pelas docentes em ampliar sua formação e potencializar uma ação pedagógica comprometida com a democracia, de modo a incluir os conhecimentos da cultura corporal, implicou a realização desta investigação. O objetivo foi identificar, evidenciar e analisar os aspectos didáticos que demarcam o processo de elaboração e implementação de um currículo multicultural crítico que problematizou a cultura corporal com vistas à constituição de identidades democráticas, ao longo de um semestre letivo. As barreiras epistemológicas impostas, em contraste com a fundamentação dos Estudos Culturais, oportunizaram redimensionar as formas de investigar sobre/com o currículo, observando-o como prática social. Assim, elaboramos a metodologia da pesquisa em (inter)ação ao considerar a diversidade de sujeitos, compreensões e orientações culturais envolvidas num currículo e na investigação e, a partir do que foi constatado, criamos, definimos e materializamos cada passo ou ação. Participaram do estudo as duas professoras-coordenadoras do Projeto Identidade, as 23 crianças da turma investigada e o coordenador geral da instituição. Para coleta de dados, utilizamos entrevistas semiestruturadas, observações com registros em diário de campo e registro de imagens através de fotos e vídeo. A ação envolveu estudo de formação da professora, planejamento e implementação da prática multicultural crítica. Os dados foram analisados mediante os procedimentos da descrição crítica com inferências. Tanto o currículo empreendido, como o processo formativo da docente, foi marcado por ações didáticas de caráter crítico que envolveram mapeamento, tematização, aprofundamento, ampliação, ressignificação e avaliação dos conhecimentos da cultura corporal das crianças, numa pedagogia que se desenvolveu como prática de diálogo aberto e plural em interação com as questões socioculturais que afetam a vida dos sujeitos envolvidos.As we confront the configuration of physical culture and Physical Education in the school context of Brazil and Sergipe with the educational contemporary needs, in the midst of neoliberal globalization and the inner power relations, we can observe how urgent it is to develop researches which subsidize a pedagogy politically engaged with cultural diversity and social justice. In proposing actions from this perspective, Cultural Studies and critical multiculturalism bring to light the need to investigate the didactic aspects which distinguish the pedagogical practice oriented in this perspective, aiming to base the dialogue with the cultural diversity in the school curriculum. In July 2010, we came to know Project Identity: I tell my story developed in a public school in the city of Aracaju along that school year with a group of childhood education, whose educational views were similar. The educational practices originally developed by the teachers-coordinators of the Project did not include the theme of physical culture aimed at developing democratic identity, just as the practice of free recreation and tool for working skills of reading, writing and ordering numbers, sometimes fostering authoritarian identities and silencing minorities. The scenario we found and the desire expressed by the teachers to broaden their education and enhance pedagogical action committed to democracy, in order to include knowledge of physical culture, led to the realization of this research. The objective was to identify, highlight and analyze the didactic aspects that mark the process of designing and implementing a critical, multicultural curriculum that examined physical culture aimed at developing democratic identity, over a semester. The epistemological barriers imposed, in contrast with the theoretical fundaments of Cultural Studies, made it possible to resize forms to investigate on/with the curriculum, observing it as a social practice. Thus, we developed the research methodology in (inter) action when considering the diversity of subjects, cultural understandings and guidelines involved in a curriculum and in the research and, from what was found, we created, defined and materialized every step or action. The study had the participation of the two teachers-coordinators of project Identity, the 23 children in the class investigated and the general coordinator of the institution. Foe data collection we used semi-structured interviews, observations with record in field diary and record of images using photos and video. The action involved the study of teacher training, planning and implementation of critical multicultural practice. The data were analyzed using the procedures of critical description with inferences. Both the curriculum undertaken and the formative process of the teacher were marked by didactic actions of a critical nature that involved mapping, thematization, deepening, widening, reframing and assessment of knowledge of the physical culture of children, in a pedagogy that developed as a practice of open and plural dialogue in interaction with the socio-cultural issues that affect the lives of the subjects involved.
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Santos, Katia Costa dos. "Construção multicultural: reflexões sobre políticas alternativas para o ensino de língua estrangeira." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-28042003-160345/.
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Esta pesquisa argumentativo-narrativa propõe-se a investigar a construção do multiculturalismo como conceito no Brasil, especialmente no contexto das propostas de diversidade, como tema contido nas propostas de currículo nacional (Parâmetros Curriculares Nacionais), no contexto do ensino de Língua Estrangeira. O ensino de línguas no Brasil é permeado por uma pedagogia tecnicista, em que o conceito de diversidade é vinculado à multiplicidade de experiências culturais, dissociado do conflito cultural, garantidor de tolerância e consenso. A Pedagogia Crítica, ao propor uma abordagem dialética de cultura, como fenômeno social em processo, e a educação/o currículo como uma forma de política cultural, possibilita uma crítica do currículo, da escola, e das propostas educacionais brasileiras, e reconhece tais espaços como interceptados por interesses particulares, posições macropolíticas específicas e narrativas mestras identificadas com um discurso neoliberal, que formatam nossas subjetividades e as práticas culturais que nos governam. Esta pesquisa, defendendo uma abordagem multicultural crítica, investiga um conceito de diversidade que reconheça o poder da diferença, que questione e desafie as estruturas de poder dominantes, que mascaram a desigualdade. Em especial esta pesquisa examina propostas alternativas de hibridização cultural no currículo, sob a perspectiva de uma pedagogia reflexiva, crítica e transformadora.This argumentative-narrative research investigates the multicultural construction in Brazil, especially the diversity proposal contained in the Parâmetros Curiculares Nacionais, in the context of Foreign Language teaching. Language teaching in Brazil is also permeated by a technicist pedagogy, in which the concept of diversity is connected to the multiplicity of cultural experiences, dissociated of the cultural conflict that guarantees tolerance and consensus. The Critical Pedagogy, when proposing a dialectic approach of culture, as a social phenomenon in process, and considering education/curriculum as a form of cultural politics, enables a criticism of the curriculum, of school, and of the Brazilian educational proposals that recognizes such spaces as intercepted. They are intercepted by particular interests, specific macropolitical positions, master narratives identified with a neoliberal discourse, which format our subjectivities and the cultural practices that guide us. This research, in defending a critical multicultural approach, investigates a diversity conception that recognizes the power of difference, which interrogate and challenge the domain structures and power relations that disguise inequality. Especially, this research examines alternative proposals of cultural hibridity in the curriculum, from the perspective of a reflexive, critical and transformative pedagogy.
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Van, Niekerk Leoné Anette. "Documenta 11 as exemplar for transcultural curating a critical analysis /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08112008-190627.
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Neron, Brittany. "White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32984.
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This thesis extrapolates upon theoretical examinations of meat consumption as linked to masculinity in order to consider how meat consumption may also be connected to dominant themes in Canada’s national foundation as marked by whiteness, multiculturalism, and post-coloniality. I investigate two sets of advertisements – Maple Leaf Canada’s “Feeding the Country” commercial, and Alberta Beef Producer’s Raised Right online campaign – through employing multimodal critical discourse analysis and tenets of Stuart Hall’s theories of representations. In doing so, I argue that meat consumption is depicted in advertising as an ideologically and symbolically loaded practice that seizes upon and re-articulates greater themes of Canadian national identity in a way that denotes the nation as having overcome its racial tensions and colonial history.
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Caprini, Aldieris Braz Amorim. "A formação docente em história na vertente do multiculturalismo crítico em instituições de ensino superior no Espírito Santo: desafios e perspectivas." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9809.
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Previous issue date: 2014-11-28The global scenario marked by the globalization process has posed several challenges to the world population, among them, that of responding to social and cultural problems that result from discrimination and hegemonic domination of power over groups regarding gender, class, and culture. Education then becomes one of the means to seek answers and paths to emancipate subjects from domination and social and cultural exclusion. This perspective justified the development of this doctoral study that approaches the history teacher education curriculum from the critical multicultural perspective, so that these individuals can act in our society, questioning the hegemonic models. The starting point was to question the history licensure curriculum so as to understand if it allows teachers to be trained to pedagogical practice based on critical multiculturalism. Besides attempting to understand the aspect above, the study also aimed at seeing through professors' eyes from the critical multiculturalism perspective towards history teacher s education. The investigation was theoretically based on McLaren (1997), Hall (2009), Gonçalves and Silva (2006), Canen (2010), Candau (2002), Moreira (2011), Santomé (1995), Sacristán (2003), Giroux (2003), Pimenta and Lima (2011), Nóvoa (1995), and Imbérnon (2006), among others. The study adopted qualitative approach in light of works by Bogdan and Biklen (1982), André (2012), and Chizzotti (2003), using procedures to approach reality, such as documental analysis of Brazilian Curricular Guidelines for History Undergraduate Program, Brazilian Curricular Guidelines for Teacher Training, semi-structured interviews with teachers/school coordinators and questionnaires for Licensure Professors in State of Espírito Santo, Brazil. Thus, this study starts with a theoretical discussion about multiculturalism by defining the option for critical multiculturalism; presenting the path of history teacher education in Brazil and the presence multiculturalism in this process; and theoretically discussing teacher training from the critical multiculturalism perspective. This theoretical lining supports analyses and discussions of data gathered in this study, and supports the proposition of questioning the epistemological and socio-cultural fundaments towards critical multicultural education, as well as indicating points to support curricular paths of history teacher education from the perspective in question. The contribution of this thesis is located in the debates about challenges and perspectives of teacher education and implantation of history licensure curriculum aiming at multiculturalism
O cenário mundial marcado pelo processo de globalização tem colocado a população mundial diante vários desafios, entre eles, dar respostas aos problemas sociais e culturais que resultam da discriminação e da dominação hegemônica de poderes sobre grupos, no que se refere à diversidade de genêro, de classe e de cultura. A educação torna-se assim, um dos meios para buscar respostas e caminhos para a emancipação dos sujeitos quanto à situação de dominação e exclusão social e cultural. Essa perspectiva justificou o desenvolvimento desta pesquisa de doutorado, que aborda o currículo da formação dos professores de história na perspectiva multicultural crítica, de forma que estes sujeitos possam atuar nessa sociedade, questionando os modelos hegemônicos. O ponto de partida foi o questionamento acerca do currículo da Licenciatura em História, no sentido de compreender se o mesmo proporciona uma formação de docentes voltada à prática pedagógica na vertente do multiculturalismo crítico. Além desta compreensão, buscou-se ainda identificar qual o olhar dos professores formadores, numa perspectiva do multiculturalismo crítico, sobre a formação docente em História. A investigação pautou-se teoricamente em McLaren (1997), Hall (2009), Gonçalves e Silva (2006), Canen (2010), Candau (2002), Moreira (2011), Santomé (1995), Sacristán (2003), Giroux (2003), Pimenta e Lima (2011), Nóvoa (1995) e Imbérnon (2006), além de outros. O desenvolvimento da pesquisa assentou-se na abordagem qualitativa, à luz dos estudos de Bogdan e Biklen (1982), André (2012) e Chizzotti (2003), utilizando como procedimentos de aproximação com a realidade a análise documental das Diretrizes Curriculares Nacionais da Graduação de História e as Diretrizes Curriculares Nacionais de Formação de Professores, entrevistas semiestruturadas com professores/coordenadores e questionários com professores de Licenciatura de História do Estado do Espírito Santo. Dessa forma, o trabalho se inicia com uma discussão teórica sobre o multiculturalismo, definindo a opção pela vertente teórica do multiculturslimo crítico, apresentando a trajetória formativa do professor de história no Brasil e a presença do multiculturalismo nesse processo, além de discutir teoricamente a formação de professores na perscpetiva do multiculturalismo crítico. Esse delinear teórico subsdidia as análises e as discussões dos dados levantados na pesquisa, à luz da problemática, e subsidia a proposta de problematizar os fundamentos epistemológicos e socioculturais necessários para uma formação multicultural crítica, assim como indicar pontos para subsidiar caminhos curriculares da formação em História na referida perspectiva. A contribuição da tese está situada no debate sobre os desafios e as perspectivas da formação do docente e de ações efetivas de implantação de currículo de licenciatura em História voltado para a multiculturalidade
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McCutcheon, Stephanie. "The process of belonging: a critical autoethnographic exploration of national identity in transnational space." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35434.
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Doctor of PhilosophyCurriculum and Instruction Programs
Kakali Bhattacharya
Thomas Vontz
The purpose of this study was to better understand constructs of national identity in transnational space by illuminating the processes and relations of national identity disruption and development. This study is pertinent as cultural and social identities are traditionally framed by nation-centric processes in education. However, the effects of globalization continue to transform education through learning abroad initiatives and changing migration behaviors, which necessitates perspectives de-centering the nation as an assumed boundary. The theoretical framework for this study was transnationalism. A transnational perspective has brought new focus to educational research and national identity development by questioning the multiculturalist assumption of nationality as stable national identity and exploring the concepts of national identity and nationalism in transnational spaces created by globalization. The methodological approach was critical autoethnography as informed by narrative inquiry, in which I critically examined my own disruptive experience as a teacher in the Marshall Islands by engaging in retellings of experiences with one of my former Marshallese students as an informant. The method of interactive interviewing with an informant was necessary to develop a critical lens and to connect individual reflexivity with writing ethnographically to relate to broader human experience. Qualitative coding methods were applied to our retellings as thematic analysis to categorize accounts in the narrative. Finally, writing as a method of inquiry and analysis was used to explore emotions, positionality, and perspective. Through iterations of performing narrative with the informant and applying narrative analysis I found that the theme of belonging was apparent as a personal feeling in our narrative. Recognizing this as the theme posed another question; how does this address the original guiding question: what is a sense of belonging in terms of relations and processes? To answer this I considered space-sensitive understandings of belonging as a transnational perspective. This conclusion reconceptualized and grounded national identity development in the materiality of belonging as a feeling to reflect (1) the material consequences of physical characteristics, (2) the allocation of resources, and (3) language as power. In curriculum and instruction, this understanding of belonging as process could reinforce the ideological inclusivity of multiculturalism while liberating constructs of identity from the constraints of the nation. This perspective could have implications on the development of students’ national and transnational identities, allowing for the recognition of diversity without diminishing issues of difference such as racism, sexism, classism, and xenophobia in society creating students capable of celebrating difference while recognizing inequity and promoting social critique.
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Nam, Young Lim. "Re-thinking South Korean Postcolonial Multiculturalism in the Fine Art Textbook for Fifth- and Sixth- Graders." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405453075.
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Butler, Tamara T. ""I See Myself as a Warrior": Cultivating Youth Activist Narratives through Projects of Social Justice." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402068574.
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Muff, Aline. "Citizenship education and identity : a comparative study across different schools in Northern Ireland and Israel." Thesis, Queen's University Belfast, 2019. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.766290.
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The thesis explores the relationship between citizenship education and identity in conflict-affected societies, by comparing the teaching of citizenship across different schools in Northern Ireland and Israel. In both societies, citizenship education addresses issues that are deemed controversial, such as the recent or ongoing conflict, citizenship, racism, and sectarianism. The theoretical framework brings together (neo) Marxist, post-colonialist, and critical pedagogical approaches to citizenship education and identity. Fieldwork was carried out in four different schools (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), using individual interviews, focus group interviews, observations, and document analysis. The major findings suggest that citizenship education at the policy, school, and classroom level is permeated by an avoidance of controversial issues related to the conflict and identity. In both societies, dominant narratives about the conflict glorify and justify violence, preventing a more critical examination of the conflicts. Additionally, educational policies promote a neoliberal/managerialist culture that censors the critical potential of citizenship education by determining that the priority for schools is academic standards and performativity. This limits teachers' ability to develop students' critical political thinking, to address controversial issues, and to challenge racist and sectarian views. However, the data also point to the employment of transformative forms of citizenship education, which became particularly evident among minorities. The thesis contribution is threefold: first, drawing on a (neo) Marxist and postcolonial theoretical framework facilitates a structural examination of the state of citizenship education through the lens of power relations. Second, the multi-level study shows how processes of avoidance and censoring trickle down from the policy level into schools and into classrooms. Third, since citizenship education is permeated by sidestepping and censoring, it is at risk of reproducing the conflict, structural sectarianism and racism, and socio-economic inequalities. The thesis concludes with the assertion that there is a need to provide teachers and schools with political and institutional support through offering training programmes; guidance and more time during the citizenship lesson to teach about controversial issues related to the conflict and identity. It also points at the need to further research pedagogies of critical teachers, who are able to promote transformative citizenship even in an uncongenial political environment that subtly promotes avoidance and censoring.
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Rodrigues, Isis Monteiro. "A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educa??o Profissional Piemonte do Paragua?u I de Itaberaba-Bahia." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/695.
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This dissertation, entitled "The (in)visibility of the deaf culture in the school context of the Territorial Center of Professional Education of Piedmont of Paragua?u I of Itaberaba-Bahia", aims to analyze how the school space has been perceiving and considering the different cultures existing in its context, specifically the deaf culture, and seek to contribute to the process of positivation of the deaf identity and the affirmation of its cultural specificities in educational practices. The theoretical basis of this research is based on studies on deafness, deaf culture, cultural artifacts, critical multiculturalism, Cultural Studies and Deaf Studies, with contributions in Batista and Canen, Costa, Hall, Kelman, McLaren, Perlin, Quadros, Rosa, S?, Skliar, Strobel, among others. The research, with a qualitative approach, inspired by ethnography, had as subjects studied deaf students, teachers, translators and sign language interpreters, pedagogical coordinator and the director of the researched school. The instruments used for the construction of data were the semi-structured interview and participant observation. I also used the field diary and photographs. The results of the research indicated that the cultural artifacts of the deaf, such as sign language, visual experience and the visual arts, aregenerally not considered by the school. Thus, the first artifact, sign language, is partially envisaged, used only by deaf students and translators and interpreters of sign language at the school. The second artifact is contemplated in some projects developed by the school, but it is not part of the practices of all teachers studied. Already the third artifact, only inserted in the extra class activities of the school institution. Thus, it is concluded that the deaf culture has little visibility in the researched school. Thus, it is necessary to adopt some fundamental measures for the affirmation and permanence of the deaf culture in the school space, such as: moments of sensitization of the hearing professionals of the school on deafness and its specificities; socialization of LIBRAS at school so that communication with deaf students is not restricted to sign language translators and interpreters; extension of the cadre of sign language translators and interpreters so that the deaf are assisted in all classes; clarification on the role of TILS; investment in training teachers to work in the area of deafness, so that they know the peculiarities of this and contemplate in the methodological field and in the elaboration of projects that take into account the visual, linguistic and artistic peculiarities of the deaf. Finally, projects that favor the deaf culture, giving it greater relevance and visibility in school.
A presente disserta??o, intitulada ?A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educa??o Profissional Piemonte do Paragua?u I de Itaberaba-Bahia?, tem como objetivo analisar como o espa?o escolar vem percebendo e considerando as diferentes culturas existentes em seu contexto, especificamente a cultura surda, e buscar contribuir no processo de positiva??o da identidade surda e na afirma??o de suas especificidades culturais nas pr?ticas educativas. A fundamenta??o te?rica desta pesquisa pauta-se nos estudos sobre a surdez, a cultura surda, seus artefatos culturais, o multiculturalismo cr?tico, os Estudos Culturais e os Estudos Surdos, com aportes em Batista e Canen, Costa, Hall, Kelman, McLaren, Perlin, Quadros, Rosa, S?, Skliar, Strobel, entre outros. A pesquisa, com abordagem qualitativa, inspirada na etnografia, teve como sujeitos pesquisados estudantes surdos, professoras, tradutores e int?rpretes da l?ngua de sinais, a coordenadora pedag?gica e o diretor da escola pesquisada. Os instrumentos utilizados para a constru??o de dados foram a entrevista semiestruturada e a observa??o participante. Utilizei tamb?m o di?rio de campo e fotografias. Os resultados da pesquisa, indicaram que os artefatos culturais dos surdos, como a l?ngua de sinais, a experi?ncia visual e as artes visuais, de forma geral, n?o s?o contemplados pela escola pesquisada. Desse modo, o primeiro artefato, a l?ngua de sinais, ? contemplado parcialmente, sendo utilizado apenas pelos estudantes surdos e pelos tradutores e int?rpretes da l?ngua de sinais da escola. O segundo artefato ? contemplado em alguns projetos desenvolvidos pela escola, mas n?o faz parte das pr?ticas de todos os docentes pesquisados. J? o terceiro artefato, somente ? inserido nas atividades extraclasses da institui??o escolar. Assim, conclui-se que a cultura surda tem pouca visibilidade na escola pesquisada. Desta maneira, torna-se necess?rio a ado??o de algumas medidas fundamentais para a afirma??o e a perman?ncia da cultura surda no espa?o escolar, como: momentos de sensibiliza??o dos profissionais ouvintes da escola sobre a surdez e as suas especificidades; socializa??o da LIBRAS na escola, a fim de que a comunica??o com os estudantes surdos n?o fique restrita aos tradutores e int?rpretes da l?ngua de sinais; amplia??o do quadro de tradutores e int?rpretes da l?ngua de sinais, para que os surdos sejam assistidos em todas as aulas; esclarecimento sobre a fun??o do TILS; investimento em forma??o de professores para atuarem na ?rea da surdez, a fim de que conhe?am as peculiaridades desta e a contemple no campo metodol?gico e na elabora??o de projetos que levem em considera??o as peculiaridades visual, lingu?stica e art?stica dos surdos. Enfim, projetos que favore?am a cultura surda, dando-lhe maior relev?ncia e visibilidade na escola.
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Söderberg, Madeleine. "Den mångskiftande mångkulturalismen : En kritisk diskursanalys av mångkulturalism i bibliotekskontext utifrån ett intersektionellt etnicitetsperspektiv." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253188.
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The purpose of this thesis in Library and Information Science (LIS) is to examine concepts related to multiculturalism in Sweden. It aims to look beyond the rhetorical construction of these concepts, in an attempt to clarify the actual purpose of commonly emphasizing the importance of mulicultural library services. Norman Fairclough's critical discourse analysis (CDA) as well as theories on ethnicity and intersectionality constitute the theoretical frame. The material consists of selected anthologies, handbooks and articles in Biblioteksbladet from 1974–2014, as well as a small case study. CDA is furthermore used as method of analysis, with a focus upon how multiculturalism is constructed in relation to libraries and also on how this might be explained with regard to the social and political contexts surrounding these reasonings. The results of the analysis show that multiculturalism is continually mainly connected with the integration of immigrants by drawing upon ethnic and cultural characteristics. However, in a more present-day context, this tendency is challenged and other social elements as well as the majority culture are included in the construction of multiculturalism. In the concluding discussion, the results are considered in the view of how libraries can draw upon them to broaden their understanding of multiculturalism. This is a two-year master thesis in Archive, Library and Museum studies.
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Rodrigues, Antonio Cesar Lins. "Corpos e culturas invisibilizados na escola: racismo, aulas de educação física e insurgência multicultural." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02072013-134016/.
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A presente pesquisa examina a presença do racismo em uma escola pública municipal do estado de São Paulo identificando, em sua recorrência, a geração dos dispositivos de invisibilização de certos corpos e culturas nas séries iniciais do Ensino Fundamental. Tem no cotidiano escolar o seu lócus de atuação e, nas aulas de Educação Física, o seu foco prioritário de observação e análise. Acolhe também os demais ambientes escolares como espaços onde se perpetuam as relações desiguais de poder, produtoras dessa forma de discriminação racial. Analisa criticamente o fenômeno a partir de duas principais perspectivas: a primeira são os Estudos Culturais fundamentados em Hall (1997, 2000, 2006) e Silva (1996, 2000, 2004, 2008, 2010); e a segunda o multiculturalismo crítico a partir das ideias de McLaren (2000). No que tange ao racismo, os escritos de Munanga (2000, 2005, 2008), Telles (2003) e Carone e Bento (2007) compõem o suporte teórico orientador. O estudo tenciona o entendimento de alguns dos mecanismos de exclusão que desautorizam determinados sujeitos e todas as suas representações sócio-histórico-culturais. Identifica a presença de uma identidade-referência fundada no modelo branco, masculino e euro-estadunidense que há décadas permeia a construção das subjetividades de alunas e alunos, levantando a suspeita do desencadeamento do processo aqui conceituado invisibilização. Por ter no ambiente natural a sua fonte direta e mais importante de dados, sendo o pesquisador o instrumento principal e mantendo contato direto e afinado com a situação na qual os fenômenos ocorrem, levando em conta todas as perspectivas dos envolvidos e a imersão na realidade estudada, elegeu-se o estudo de caso como método. Para a análise de dados foi utilizada a hermenêutica crítica, dada a sua possibilidade de efetuar um aprofundamento na interpretação dos textos apreendidos na conjuntura e contexto pesquisados, entremeando os resultados imediatos de uma observação do legível e também o requisitado na intencionalidade dos seus produtores. Como resultados se destacam: 1) o entendimento por parte das(os) docentes e equipe gestora da falta de necessidade de ações equitativas para as(os) alunas(os) negras(os) por serem iguais enquanto seres humanos; 2) o entendimento de que não se deve levantar discussões que digam respeito ao comportamento racista, por conta dessa atitude estimular ainda mais o fenômeno; 3) a falta de interesse e preparo da escola para lidar com as questões raciais; 4) a existência de um processo coletivo de visibilização para a invisibilização das(os) alunas(os) negras(os) e suas culturas (corporais) nas aulas de Educação Física em específico, e nos demais espaços escolares, de uma maneira geral, regulado culturalmente; 5) a convicção de que a superação do racismo depende unicamente da vontade discente; 6) uma incidência mais sofisticada do fenômeno do racismo, fazendo com que docentes e equipe gestora reconheçam sua existência, sem, no entanto, o perceberem. Finalmente, chama a atenção para o multiculturalismo crítico como possibilidade insurgente tanto na desconstrução das hierarquias discentes vigentes na escola, quanto na contemplação das diferenças e dos diferentes.This present research investigates the presence of racism in a municipal public school of the state of São Paulo, identifying, in its recurrence, the creation of invisibilization - rendering \"unseen\" - mechanisms for certain bodies and cultures in initial grades of Elementary School. School everyday life is the locus of investigation and the Physical Education classes are the central area of interest for observation and analysis. This research also deals with other school surroundings as environments where unequal power relations perpetuate, promoters of this way of racial discrimination. Critically analyzes the phenomenon as of two main perspectives: the first one are the Cultural Studies based on Hall (1997, 2000, 2006) and Silva (1996, 2000, 2004, 2008, 2010), and the second one is the Critical Multiculturalism, based on ideas of McLaren (2000). As to racism, the works of Munanga (2000, 2005, 2008), Telles (2003) and Carone and Bento (2007) form the guiding technical support. This study aims at understanding some mechanisms of exclusion that disempower certain subjects and all their socio-historic-cultural representations. Identifies the presence of an identity-reference based on the white, male and Euro-American model that for decades has permeated the construction of students\' subjectivity, raising the suspicion that those may be the trigger for the process herein conceived as invisibilization. The researcher, the main instrument, maintaining a direct contact and tuned in to the situation where the phenomena occur - considering the perspectives of all the involved and the immersion in the reality so studied -, and having inside the natural environment its most direct and important source of data, elected the \"case study\" method. Critical hermeneutics was chosen for data analysis given its possibility of deeper interpretation of the texts collected within the situation and context surveyed, interweaving the immediate results of the observation of the readable material and the intentionality of those who provided the material. Results to be highlighted: 1) Comprehension, by teachers and school management team, of unnecessary equitable actions for students because they are equal as human beings; 2) Understanding that racism behavioral discussions should not be raised, since this attitude stimulates the phenomenon even more; 3) Lack of interest and preparation of the school when dealing with racial questions; 4) Existence of a collective process that makes students \"unseeable\", culturally regulated; 5) Conviction that the overcoming of racism depends exclusively on students\' will; 6) A more sophisticated incidence of racism, that causes teachers and school management teams to recognize its existence, without perceiving it nevertheless. Finally, this study attracts the attention to Critical Multiculturalism as an insurgent possibility of deconstruction of teaching hierarchies in force in school, and also of contemplation of the differences and of the \'differents\'.
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Decker, Teagan Elizabeth. "From social justice to diversity : tracing the discourses of affirmative action /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9371.
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Tipton, Joshua C. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3180.
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This qualitative study addresses teacher perceptions of indigenous peoples representation in United States history. This phenomenological study was conducted within a school district in East Tennessee. For the purpose of this study, teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. To gather data, both one-on-one and focus group interviews were conducted from a purposeful sample of United States history teachers from the high schools in the school district. Through an analysis of data derived from interviews and qualitative documents the researcher was able to identify themes such as systemic challenges to multiculturalism within state course standards and textbooks, teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, and the perpetuation of indigenous stereotypes. Furthermore, the qualitative data derived from the study reveals that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans. Findings from this study will be useful in evaluating both teacher training and instructional practice in regard to indigenous representations in history.
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Crewe, Jonathon R. "Another London : a novel and critical commentary investigating representations of the white working class in media, politics and literature in an age of multiculturalism." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/813208/.
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This project consists of a creative component in the form of a novel and a critical commentary that investigates white working-class representation in mainstream media, politics and literature, and its links to socio-economic and political inequality in a purportedly democratic society. The creative component of this thesis, Another London, is a novel in six parts of approximately 91,000 words. It is set on a council estate in East London between 1991 and 2011 and follows the social and psychological development of a white working-class boy into adulthood as he lives through fictionalised parallels of real-life events, such as the London terrorist attacks in 2005. At the age of eleven he witnesses a racially-motivated murder that affects his relationships with his friends, family and local community. Unable to find a job, he turns to a violent gang for work. Influenced by far-right political party rhetoric, the gang begins to perpetrate hate crimes, which forces the protagonist to confront his own ethnic and class identity. The critical component uses a series of case studies and close readings of political speeches to analyse how media and political elites use the white working class as scapegoats for socio-economic inequality and systemic racism. Using Fredric Jameson’s theory of the ideologeme it traces representations of working- and white working-class characters from the Victorian era through to contemporary literary texts and shows how they have been influenced by, and fed back into, mainstream representations of the (white) working class. The thesis then examines the use of free indirect discourse in literary texts and how it feeds back into stereotyped representations of the (white) working class. The creative component, by juxtaposing free-indirect discourse and first person narration, exposes the ideologemes of white working-class literary representation by providing a space in the public arena for white working-class voices to be heard, and therefore challenging the stereotypical representations of the white working class as espoused by media and political elites.
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Françoso, Saulo. "Cruzando fronteiras curriculares: a educação física sob o enfoque cultural na ótica de docentes de escolas municipais de São Paulo." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9631.
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The document Orientações Curriculares e Proposição de Expectativas de Aprendizagem para o Ensino Fundamental Ciclo II (Curriculum Guidelines and Proposition of Learning Expectations for Elementary School) of Physical Education, developed in 2007 by Secretaria Municipal de Educação de São Paulo (Municipal Secretariat of Education in the city of São Paulo), presents this area of knowledge within the cultural concept. After the analysis of this document, we found that the conception defended by the curriculum has been strongly influenced by the theories of Critical Multiculturalism and Cultural Studies. Quality-natured, this work aims at investigating, through semi-structured interviews, the perception of five Physical Education teachers of the difficulties and possibilities in the development of classes based on the cultural perspective. By comparing the data obtained in the interviews with the multicultural curriculum theory, it was possible to understand the curriculum as a field of cultural production permeated with power relations, in which teachers face a constant struggle, in school life, to break boundaries in the viability of the official curriculum, since the formal education is hegemonic and still impregnated by the homogenizing, repetitive and monocultural practices. The main difficulties pointed out by the teachers refer to the resistance from students, other teachers and management professionals concerning the cultural curriculum in Physical Education. This resistance is caused due to different factors, such as: the lack of a political pedagogical project aimed at multicultural issues, the politics of deficient training held by the SME/SP (Municipal Secretariat of Education in the city of São Paulo), the misrepresentation by the students concerning the area of knowledge and the school rigid structure. These factors make teachers isolated, delimiting a frontier region that needs to be crossed. Nevertheless, in this interplay of forces, this research has identified several pedagogical potentialities for the cultural curriculum in Physical Education, which can stimulate the teachers and radical researchers productions, involved in the battle for a more equitable, democratic and caring education. Among them, we can highlight the students enhancement towards Physical Education and its importance in school curriculum, the legitimacy of multiple identities which color the classroom environment, the search for alliances with professionals from other areas, open spaces for the families and community in general, the putting down of oppressive relationships of any kind, as well as the possibility for the students to recognize themselves as producers of knowledge
O documento de Orientações Curriculares e Proposição de Expectativas de Aprendizagem para o Ensino Fundamental ciclo II de Educação Física, elaborado em 2007 pela Secretaria Municipal de Educação de São Paulo, apresenta a área de conhecimento dentro da concepção cultural. A partir da análise deste documento, identificamos que a concepção defendida pela proposta curricular possui forte influência dos campos teóricos do multiculturalismo crítico e dos Estudos Culturais. De cunho qualitativo, o presente trabalho procurou investigar, por meio de entrevistas semi-estruturadas, as percepções de cinco professores/as de Educação Física, acerca das dificuldades e possibilidades no desenvolvimento de aulas fundamentadas na perspectiva cultural. Ao confrontar os dados obtidos nas entrevistas com a teorização curricular multicultural, foi possível compreender o currículo como um campo de produção cultural permeado de relações de poder, onde no cotidiano escolar, os/as docentes travam uma constante luta para romper fronteiras na viabilização do currículo oficial; já que hegemonicamente, a educação formal ainda é impregnada por práticas homogeneizantes, reprodutoras e monoculturais. As principais dificuldades apontadas pelos/as docentes referem-se à resistência dos/as estudantes, de outros/as professores/as e de profissionais que ocupam cargos de gestão quanto ao currículo cultural da Educação Física. Essa resistência é ocasionada por diferentes fatores, como por exemplo: a ausência de um projeto políticopedagógico voltado às questões multiculturais, a política de formação deficitária da SME/SP, a representação enviesada que os/as estudantes possuem acerca da área de conhecimento e a estrutura rígida da instituição escolar. Esses fatores proporcionam um isolamento dos/as docentes, demarcando uma região fronteiriça que necessita ser cruzada. Entretanto, nesse jogo de forças, a pesquisa identificou inúmeras potencialidades pedagógicas do currículo cultural da Educação Física, que podem estimular produções de docentes e pesquisadores/as radicais, envolvidos/as na batalha por uma educação mais justa, democrática e solidária. Entre elas, podemos destacar a valorização dos/as alunos/as em relação à Educação Física e sua importância no currículo escolar, a legitimação das múltiplas identidades que colorem a paisagem das salas de aula, a busca de alianças junto aos/às profissionais de outras áreas, a abertura de espaços para as famílias e comunidade em geral, a desconstrução de relações opressoras de qualquer natureza e a possibilidade dos/as estudantes reconhecerem-se como produtores de conhecimento
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Everly, Macklin Keith. "Multicultural Public Policy and Homegrown Terrorism in the European Union." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1409088787.
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Sosnowski, Katyúscia. "Professores e o ensino de artes visuais online: interações multiculturais críticas." Universidade do Estado de Santa Catarina, 2011. http://tede.udesc.br/handle/handle/787.
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Previous issue date: 2011-10-18Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims to investigate the construction of the pedagogical planning of two art teachers one from Caxias do Sul (RS) and another from Aracaju (SE) - as well as the didactic-pedagogical interactions between them, in a virtual learning environment (AVA), in a proposition of online art teaching, based on a critical multiculturalism approach. It also aims to explore which were the art contemporary thematic they propose. And, at last, it is intended, in this investigation, to observe the relevance of the focusing on the critic teaching practice as a need to overcome traditional methods and transform them, producing new knowledge about the practice online. For that, it was investigated the teaching practices of the teachers with their ninth year of elementary school students, in the experience: Virtual Learning Platforms: a path of inclusion through art - 2010, held at the Moodle platform, at the Center for Distance Education - UDESC. It was listed, among other authors, the writings of Peter McLaren (2000), regarding to the studies of critical multiculturalism, Silva s (2010) on Education Online, Rosa (2004), Gatti and Barreto (2009) in teacher training, Santaella (2003) and Domingues (1997 , 2002) in the dialogues between the Contemporary Art with the Information Technologies and Communication, and at last, we get close to the writings of Fonseca da Silva (2010), Pimentel (2010) and Biazus (2009) in their investigations about the art teaching and the contemporary technologies setting up the theoretical field of this study. In this research it was set up an approximation among the teacher training and the art teaching in contemporaneousness with the online education, as well as contemporary Art's relations with ICTs. Through a qualitative research, having as parameter the Content Analysis methodology proposed by Bardin (1977), Franco (2007), it was established as data collection instruments: the observation of the records of the forums, journals and chats within the virtual learning environment, from which the analysis was done. As main results of this investigation, it is highlighted the online education as one alternative to the art training and teaching; the critical multiculturalism focused in the transforming action aimed to democracy and social justice as a significant approach in the Brazilian art education, besides the enlargement of the art teaching concept. It is also attempted to the importance of training teachers to educate in the cyberspace. And to the availability in overcoming the challenges of planning and educating, faced by the teachers in the experience of online exchange between the two teacher s groups, understood through the interactions recorded in the AVA
Esta dissertação tem como objetivo investigar a construção do planejamento pedagógico de duas professoras de artes - uma de Caxias do Sul (RS) e outra de Aracaju (SE) - bem como as interações didático-pedagógicas entre elas, em um ambiente virtual de aprendizagem (AVA), numa proposta de ensino de arte online, embasada de um viés multicultural-crítico. Objetiva, também, explorar quais foram as temáticas contemporâneas de arte propostas por elas. E por fim pretende-se, nesta investigação, observar a relevância do enfoque da prática docente crítica como necessidade de superar formas tradicionais e de transformá-las, produzindo novos conhecimentos sobre a prática online. Para isso, investigaram-se as práticas docentes das professoras, com seus respectivos estudantes de nono ano do Ensino Fundamental, na experiência: Plataformas virtuais de aprendizagem: um caminho de inclusão por meio da arte - 2010, realizada na Plataforma Moodle do Centro de Educação a Distância UDESC. Elencamos, entre outros teóricos, os escritos de Peter McLaren (2000) no que tange aos estudos do Multiculturalismo-crítico, os de Silva (2010) sobre Educação online, Rosa (2004), Gatti e Barreto (2009) na formação de professores, Santaella (2003) e Domingues (1997, 2002) nos diálogos da Arte contemporânea com as Tecnologias de Informação e Comunicação, e por fim, nos aproximamos dos escritos de Fonseca da Silva (2010), Pimentel (2010) e Biazus (2009) em suas investigações sobre o ensino da arte e as tecnologias contemporâneas marcando o campo teórico desse estudo. Nesta pesquisa estabelece-se uma aproximação entre a formação do professor e o ensino de arte na contemporaneidade com a Educação online, bem como as relações da Arte contemporânea com as TICs. Por meio de uma pesquisa qualitativa, tendo como parâmetro a metodologia de Análise de Conteúdos proposta por Bardin (1977), Franco (2007), estabeleceram-se como instrumentos de coleta de dados: a observação dos registros nos fóruns, diários e chats dentro do AVA, a partir dos quais fez-se a análise. Como principais resultados dessa investigação destacam-se a Educação online como uma alternativa à formação e ao ensino de arte; o Multiculturalismo-crítico focado na ação transformadora com vistas à democracia e à justiça social, como um viés significativo na educação em arte brasileira, além da ampliação do conceito de ensino de arte. Atenta-se, também para a pertinência de formar professores para educar no ciberespaço. E para a disponibilidade em superar os desafios de planejar e educar, enfrentados pelas professoras na experiência de interações online entre as duas turmas, compreendido por meio das interações registradas no AVA
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Oliveira, Everton Pessôa de. "Multiculturalidade e colaboração crítica entre surdos e ouvintes na visão de um pesquisador tradutor-intérprete de libras/português." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19553.
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This research aims at examining the existing multicultural contradictions in the relations among deaf and hearing people from Digit-M-Ed São Paulo Project. In the core of the investigation, it also aims at confronting the way the concepts of multiculturalism (MOREIRA; CANDAU, 2011; ROJO, 2012; SANTOS, 2010) and critical collaboration (MAGALHÃES, 2010) are inserted in the research environment and how researchers, coordinators, students and, specially, Portuguese - Sign Language translators and interpreters contribute in the deaf – listeners relation in order to foster transformations in the discursive practices of the research participants. The production of this essay is justified by the introduction of different ways of reflecting about deaf and listener’s teaching-learning process in shared spaces. This study’s theoretical framework is founded on the Socio-Historical-Cultural Activity Theory (VYGOTSKY, 1930/1999; 1934/2008); LEONTIEV, 1977; ENGESTRÖM, 1987; LIBERALI, 2009) and on the multiculturalism and argumentation concepts (LIBERALI, 2013). It also presents Vygotsky’s concepts on the human development and how they are connected with the deaf. In methodological terms, it is organized as a Critical Collaborative Research (MAGALHÃES, 2004, 2007, 2009), which focus is on the subject and on its own action in development, with the purpose to observe the contexts and interfere on them in an attempt to cause transformations. Data was produced in meetings of Digit-M-Ed São Paulo Project, organized by the research group Language in Activities in School Contexts (LACE) from Pontifícia Universidade Católica de São Paulo (PUC-SP). Deaf and listener participation mediated by Portuguese - Sign Language translators and interpreters, who are also participants of the research, had been observed. This survey analysis point out to multicultural aspects and indicate that communicational barriers can be transcended through critical collaboration among deaf participants, Portuguese - Sign Language translators and interpreters and listeners
Esta pesquisa tem por objetivo investigar as contradições multiculturais presentes nas relações entre surdos e ouvintes no Projeto Digit-M-ed São Paulo. No bojo da investigação, objetiva-se, também, confrontar as formas como os conceitos de multiculturalidade (MOREIRA; CANDAU, 2011; ROJO, 2012; SANTOS, 2010) e de colaboração crítica estão inseridos no ambiente de pesquisa e como pesquisadores, coordenadores, alunos e, em especial, tradutores-intérpretes de Língua de Sinais - Português contribuem na relação surdo-ouvinte a fim de promover transformações nas práticas discursivas dos participantes da pesquisa. Justifica-se a produção desta dissertação por introduzir formas diferentes de refletir o processo de ensino-aprendizagem de alunos surdos e ouvintes em espaços compartilhados. A base teórica está pautada na Teoria da Atividade Sócio-Histórico-Cultural, a partir das contribuições de Vygotsky (1930/1999; 1934/2008), Leontiev (1977), Engeström (1987) e Liberali (2009), nos conceitos de multiculturalidade e de argumentação. Apresenta, ainda, conceitos de Vygotsky sobre o desenvolvimento humano e como estes se relacionam ao indivíduo surdo. A metodologia está baseada na Pesquisa Crítica de Colaboração (MAGALHÃES, 2004, 2007, 2009), cujo foco está no sujeito e em sua ação em desenvolvimento, com a finalidade de observar os contextos e intervir neles, na tentativa de provocar transformações. O trabalho foi desenvolvido no ambiente de pesquisa do projeto Digit-M-Ed São Paulo, organizado pelo grupo de pesquisa Linguagem em Atividades no Contexto Escolar (LACE), sediado na Pontifícia Universidade Católica de São Paulo (PUC-SP). Foi observada a participação de surdos e ouvintes mediados pela atuação dos tradutores-intérpretes de Língua de Sinais - Português, que também foram participantes da pesquisa. A análise e a discussão dos dados ressaltam o aspecto multicultural e indicam que barreiras comunicacionais podem ser superadas por meio da colaboração crítica entre surdos, tradutores-intérpretes de Língua de Sinais - Português e ouvintes
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Hernández, Guerrero Daniel. "Den mangfaldiga och mangkulturella medvetenheten En studie om gymnasieskolans forutsattningar och historieundervisningens mojligheter att utveckla elevers demokratiska kompetens." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-77890.
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The subject of this examination paper is the study of the teaching of history in today’s society that is characterized by multiculturalism and diversity. It starts with an interest in understanding how multiculturalism and diversity are treated in the secondary schools in Sweden. The study begun as an inductive work and has been achieved via analysis of teaching contents, perspectives and working methods. The data for this study was obtained through semi-structured interviews and a survey. The main method used for analysis is the inductive qualitative method Grounded Theory (GT). The qualitative method, Critical discourse analysis, (CDA) has also been used to analyze the political aspects of history curriculum. In order to understand the role of the teaching of history in our society - the different levels of historical consciousness, the acquisition of skills and abilities, the perspective in history’s teaching as well as the perception or influence of multiculturalism and diversity - this study has taken into consideration the participation of different people with different education levels. An interesting phenomenon has been noticed during the course of this study: a special relationship to diversity and multiculturalism found in young students enrolled in a high school program that combine courses of history with other courses related to history. I define this phenomenon as awareness of diversity and multiculturalism. The used survey confirms the occurrence of this phenomenon. The result indicates that the young individuals who have followed a certain combination of subjects, have positive attitudes toward diversity and multiculturalism, equivalent to teachers with master and PhD’s degree who have the mission to teach democracy as their profession. Finally, the study focused on analyzing how contents and didactics strategies in history-teaching can influence the development of consciousness about diversity and multiculturalism. This study has a political and a didactical dimension, the discussion of both those dimensions is done by using Gert Biesta’s concepts qualification, socialization, subjectification, and James A. Banks’s five-dimensional typology about multicultural education.
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Kunju, Hleze Welsh. "A critical and intercultural analysis of selected isiXhosa operas in the East Cape Opera Company's repertory." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001861.
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The East Cape Opera Company was founded by Gwyneth Lloyd in 1995 and has performed in various Eastern Cape venues and festivals as well as conducting a tour of the Netherlands. The Company has performed well known operas and operettas such as Mozart's The Magic Flute, Gilbert and Sullivan's The Mikado as well as their own original isiXhosa operas such as Temba and Seliba, The Moon Prince - Inkosana Yenyanga and The Clay Flute. This thesis is situated within the context of apartheid and post-apartheid, and an emerging post-1994 South African’s operatic culture that embraces multiculturalism. The aim of this research is to explore and raise awareness regarding intercultural communication in relation to isiXhosa operas and examine the linguistic and dramatic characteristics of the construction of these operas. This involves an analysis of the integration of African cultural practices (dramatic and musical) within an essentially western art form. The thesis makes use of intercultural and literary theory as a point of departure to analyse not only the literary qualities of the isiXhosa operas performed by the East Cape Opera Company, but it also seeks to show how these operas reflect an emerging intercultural reality within the South African context. The thesis explores the mixing of genres, including African genres such as the folktale and oral poetry as part of Opera, which has previously been seen as a Western domain. It is argued that this mixing of genres and languages allows for the success of African Opera
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Slonowsky, Deborah. "Dangerousness and Difference: The Representation of Muslims within Canada's Security Discourses." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23529.
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This paper presents the results of a critical discourse analysis of a selection of Canada’s security texts and argues that the country’s security discourses construct Muslims as dangerous and different from the normative Canadian. The research relies on a social constructionist understanding of discourse and the recognition that our state’s representatives and agents, operating from positions of discursive power, wield disproportionate influence in directing the national conversation and managing the signals that shape our social attitudes and imaginaries. By persistently qualifying terrorism with Islam, portraying the terrorist figure as a religiously and ideologically-motivated actor opposed to ‘Western values’ and by casting suspicion on the ordinary behaviour of Muslims, Canada’s security discourses produce a mental model in which Islam and its followers are associated with a propensity for terrorist violence. The discourses also naturalize the idea that Muslims are in need of surveillance, not only by the state’s agents, but by the public itself. When examined alongside a body of research illustrating Canada’s ‘visible minority’ population continues to be negatively affected by dominant group discrimination, the results of the study raise questions about the culpability of state representatives in the reproduction of ideas of difference which continue to inform the country’s social imaginary and hinder the equality and inclusivity of minority groups within the national collective.
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Nangah, Mary Mbongo. "Disrupting the Discourse of the Other: a Transformative Learning Study of African Art." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801948/.
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The primary question of this study is: How does the disruption of African art discourse influence a group of university students’ perceptions of African aesthetics? This inquiry developed from previous studies on the exclusion of modern and contemporary African art in Western art museums. Through the theoretical lens of Postcolonial Theory and Critical Multiculturalism, this research conceptualizes the dominance of traditional African art in art museums, art history, and art education as a Western hegemonic discourse that normalizes perceptions of Africa and African aesthetics as the fixed primitive Other. Thus, this research applied Action Research (AR) methodology coupled with Transformative Learning Theory (TL) to disrupt the discourse of African art; with the purpose of affecting positive changes in perceptions of African aesthetics. The participants for this study were 10 students in a course (Art 1301 Honors Art Appreciation) I instructed at the University of North Texas in the fall (September–December) 2013 semester. Data was collected, analyzed, and interpreted from participants’ assignments and my research journal. This study comprised a dual enquiry on: 1. Discourse and Meaning-making; and 2. Disruption and Transformation. First, the study analyzed students’ perceptions of African aesthetics from their learning experience of traditional African art in an art museum. The findings affirmed traditional African art at the museum as a discourse of Africa as the Other of the West. Secondly, the study analyzed how students’ perceptions were influenced from their experience (in my classroom) of learning histories of modern and contemporary African art that disrupt the authenticity of traditional African art. The findings revealed that 80% of participants developed positive transformations. This research demonstrates how art education grounded in critical theory and transformative learning subverted African art as the discourse of the Other, developed students’ understandings of the multiple realities of Africa and African aesthetics, and encouraged positive transformations in students’ perceptions of African aesthetics.
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Kim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.
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Axelsson, Maria, and Petra Jansson. "Representationer av migranter inom biblioteks- och informationsvetenskaplig forskning : En textanalys utifrån kritiska ras- och vithetsstudier och intersektionell teori." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253737.
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The purpose of the essay has been to examine representations of immigrants in contemporary library and information science research in a Scandinavian context. By analyzing nine articles from the past decade we examine the perceptions that exist in the concepts of multiculturalism, culture, race, ethnicity, religion, gender and whiteness and what role and importance the library as a place is assigned in relation to immigrants as a user group. Our study consists of a qualitative text analysis, a critical oriented close reading method based on critical race and whiteness studies and intersectional theory. We have, with the help of Sara Ahmed´s theories of hegemonic whiteness, demonstrated how multiculturalism is partly presented as something desirable and good, partly as something potentially threatening. The discourse of multiculturalism can be said to express the notions of the other, which in the source material manifests itself by ascribing otherness to immigrants. We have, for example, examined how ethnical and cultural differences are highlighted by a separation of East and West, the library’s educational and assisting role in relation to immigrants as a user group as well as representations of whiteness, gender and clothes. In the analysis we point to a number of complex and paradoxical representations of multiculturalism and immigrants in earlier studies of the public library. With this study we wish to encourage further user studies to nuance these representations. The study is a two-year Master’s thesis in Library and Information Science written at Uppsala University.
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Dell-Jones, Julie Vivienne. "Intersecting Stories: Cultural Reflexivity, Digital Storytelling, and Personal Narratives in Language Teacher Education." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7144.
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This narrative inquiry dissertation explores stories from three students over a two-year trajectory as they develop into language educators in diverse contexts. The study begins in a teacher education course focused on technology for language teaching in English as a second language (ESOL) and foreign language education (FLE) classrooms. As instructor, I implemented a digital storytelling (DS) project with the pedagogical goal of supporting the much-needed practice of reflexivity, and specifically, reflexivity of intercultural competence (IC) and culturally-responsive pedagogy (CRP). The DS, as an autoethnographic multimodal narrative activity, provided a creative outlet for undergraduate and master’s level students to explore their own cultural background or intercultural experiences. In this study, I re-story the experiences related to the DS project and follow my former students, now teachers, to explore how personal narratives promote or support reflexivity of critical multicultural concepts or practices. I combine and juxtapose multiple perspectives based on observations, data from the student-authored DS and reflections, and in-depth interviews. Using a critical-based autoethnographic approach, I add my own instructor-researcher narrative. The resulting descriptive and interpretive narrative inquiry accentuates complexities, invites conversation about the critical and reflexive potential of DS or personal narrative, and contributes pedagogical and methodological insights into teacher training via the “meaning-making” story process and the innate accessibility of learning through stories.
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Cooper, Ami. "Diskurser om breddad rekrytering : Analys av några offentliga texter." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-440.
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The aim of this study is to investigate the discourses of widening recruitment to higher education in some political documents from the 21st century. The scientific method applied is critical discourse analysis as developed by Norman Fairclough. This implies the analyses of the actual texts, the social practice as well as the discursive practice, i.e. the conditions under which the texts are produced, distributed and consumed.
The major results include four discourses: a post-modern discourse, a neoliberal economic discourse, a political discourse of multi-culturalism and a modern discourse with its roots in the 20th century’s discussions about social imbalance in recruitment to higher education. The material shows a discursive struggle between ways of constructing widening recruitment and underrepresented groups, as well as the hegemonic, implicit conviction that higher education is advantegous.
Syftet med uppsatsen är att undersöka vilka berättelser om breddad rekrytering som finns i några politiska dokument från 2000-talet. Jag använder kritisk diskursanalys så som den utvecklats av Norman Fairclough. Det innebär analyser av såväl text, som social praktik och diskursiv praktik, som innefattar villkor för produktion, distribution och konsumtion av texter.
De huvudsakliga resultaten visar en diskursordning som innehåller fyra diskurser: en postmodern diskurs, en neoliberal ekonomisk diskurs, en politisk diskurs om mångkulturalism och en modern diskurs med rötter i 1900-talets diskussioner om social snedrekrytering. Materialet visar också en diskursiv kamp mellan olika sätt att konstituera breddad rekrytering och under-representerade grupper, såväl som en outtalad, gemensam övertygelse om det fördelaktiga med högre utbildning.
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Peete, Ireanna Aleya. "A Historical Study on the Implications of Brown v. The Board of Education on Black Art Educators." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592239705805405.
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Koo, Ah Ran. "Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159.
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Franzén, Karl, Nicklas Tält, and Morgan Westerlund. "Ta litteraturen på allvar! : En undersökning om den didaktiska potentialen i populär litteratur med mångkulturellt tema." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91221.
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I den föreliggande studien undersöker vi tre litterära verk med mångkulturellt tema och dess potential till arbete med värdegrundsfrågor i grundskolans årskurs 4–6. Syftet är att analysera hur karaktärer med annan etnicitet än den vita västerländska normen framställs. I studien analyseras tre populära litterära verk som vi har stött på under utbildningen, under vår praktik i verksamheten och som visat sig vara frekvent utlånade på Kalmar Stadsbibliotek. Till stöd använder vi teorier om kritisk litteracitet och främst Hilary Janks modell för att undersöka kategorier som makt, mångfald och design. Av de litterära verken visar det sig att etnisk mångfald uttrycks och kategoriseras på olika sätt, att individens möjligheter i samhället påverkas av namn och utseende med annan etnicitet samt att huvudkaraktärernas hemmiljö beskrivs på ett stereotypt sätt. Därefter undersöks resultatets didaktiska potential utifrån värdegrundsfrågor och hur dessa kan integreras med den valda litteraturen. Resultatet visar hur valda delar i verken kan vara fruktbara i arbete med den typ av värdegrundsfrågor som skrivs fram i styrdokumenten.
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Malanchen, Julia [UNESP]. "A pedagogia histórico-crítica e o currículo: para além do multiculturalismo das políticas curriculares nacionais." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/115677.
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000809803.pdf: 1542638 bytes, checksum: 300563661eaf23a581e21b369a8dffcc (MD5)As políticas curriculares para a educação básica no Brasil têm passado, desde a década de 1990, por reformas que continuam neste novo milênio. Essas políticas têm sido fortemente influenciadas pelo multiculturalismo, que defende uma determinada concepção de currículo e de conhecimento escolar. Portanto, as reformas na educação escolar brasileira tiveram como um de seus principais alvos o currículo escolar, tendo-se constituído num marco, nesse sentido, a elaboração dos Parâmetros Curriculares Nacionais para o Ensino Fundamental (BRASIL, 1997). Ao mesmo tempo, a teorização sobre o currículo escolar mostrou-se um campo muito propício à disseminação de estudos de autores internacionais nas vertentes neomarxistas, pós-estruturalistas, multiculturalistas, pós-colonialistas, pós-críticas, dentre outras. Observamos, em nosso estudo, que o discurso da multiculturalidade tem servido aos interesses políticos e econômicos do Estado, formando, assim, um novo constructo ideológico que, aparentemente, defende a inclusão social, a democratização, o respeito, a diversidade e a cultura dos grupos minoritários, porém, na realidade, tem sido utilizado como estratégia para corroborar com o investimento internacional e a continuação do desenvolvimento do capitalismo. Tendo a Pedagogia Histórico-Crítica como referência, buscamos, neste trabalho, desenvolver contribuições para uma teoria do currículo, contrastando essas contribuições com a teoria multiculturalista, a qual tem embasado a elaboração de documentos nacionais oficiais. Deste modo, este trabalho tem como principal temática a questão do currículo, tomando como objeto de análise as relações internas que sustentam a tríade currículo, cultura e conhecimento. O objetivo geral deste trabalho foi o de evidenciar as contribuições da Pedagogia Histórico-Crítica para a teoria do currículo, contrapondo-se às concepções de currículo, cultura e ...
Curricular policies for basic education in Brazil have gone through, since the 1990s, reforms that continue in this new millennium. These policies have been strongly influenced by multiculturalism, which defends a particular conception of curriculum and school knowledge. Therefore, reforms on Brazilian school education had, as one of its main targets, the school curriculum, and the development of the National Curriculum Guidelines for Primary Schools constituted a milestone in that matter (BRAZIL, 1997). Meanwhile, theorizing about the curriculum proved to be a very fertile field for the dissemination of international studies on neo-Marxist, poststructuralist, multicultural, postcolonial and post-critical strands, among others. We have observed, in our study, that the multiculturalism discourse has served the State’s political and economic interests, forming a new ideological construct that apparently advocates social inclusion, democratization, respect, diversity and culture of minority groups, but in fact, it has been used as a strategy to support international investment and the continuity of capitalism development. Having the Historical-Critical Pedagogy as a reference, we seek to develop contributions to a curriculum theory, contrasting these contributions with the multiculturalist theory, which has based the elaboration of official national documents. Thus, this paper has, as its main subject, the curriculum matter, and its object of analysis is the internal relations that sustain the triad curriculum, culture and knowledge. The main objective of this study was to highlight the contributions of Historical-Critical Pedagogy for curriculum theory, opposing curriculum, culture and knowledge conceptions, present in the official documents of the Brazilian Ministry of Education from 2006 to 2012. The period was selected considering that the National Curriculum Guidelines were reformulated in ...
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Uelk, Katie Owens. "Arts-Based Pedagogies and the Literacy of Adolescent Students in High-Risk and High-Poverty Communities." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555430793261226.
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Hassim, Junaid. "Critically questioning an African perspective on psychopathology : a systematic literature review." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25597.
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This study aimed to collate and analyse academic literature with regards to possible African perspectives on psychological distress. The purpose of conducting the literature review was to explore thirty years of critical arguments supporting and refuting an African perspective on psychopathology. Literature (e.g. Bhugra&Bhui, 1997) appeared to suggest that some of the relatively recent views regarding psychopathology fail to adequately address psychological distress as it presents in Africa. A systematic literature review was selected as the methodology for this study, and the specific method of the review was research synthesis (Gough, 2004; Popay, 2005). Reviewed literature was sourced between the years 1980 and 2010. The theoretical point of departure was integrative theory, thus falling within the postpostmodern framework. As such, literature regarding psychological theory formed a substantial part of the research, including literature relating to psychodynamic theory, cognitive-behavioural theory, postmodernism, phenomenology, existentialism, critical theory, and systemic patterning (Becvar&Becvar, 1996). These theories formed part of the analysis, thereby allowing contextual analysis as the interpretive method. The review’s themes highlighted the following outcomes: current psychiatric nosology employed a universalistic approach to diagnosis and intervention, thus limiting cultural conceptions of mental illness; holistic intervention requires the inclusion of traditional epistemological tenets; collaboration between modern practitioners and traditional healers would probably better meet the patient’s needs; and that culture-fit assessment and treatment often indicated improved prognosis. The outcomes evidenced the operation of an African perspective on psychopathology. In fact, much of the reviewed literature also suggested culture-contextual perspectives on psychopathology. Furthermore, the way in which lack of cultural coherence appears to exist between patients and some clinicians suggested that diagnostic flaws may be a relatively frequent occurrence. Potential benefits of the investigation include increased awareness that culture-related conceptualisation be further explored in the clinical field; that future researchers use the current review as a foundational reference for primary investigations; that contemporary clinical classificatory systems be reviewed in terms of cultural applicability; and that clinicians reconsider the diagnostic process in terms of culture-fit manifestations of psychopathology.Thesis (PhD)--University of Pretoria, 2012.
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Oliveira, Beatriz Nunes Paiva de. "Currículo e inclusão: escola e (des)abrigo de alunos." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10141.
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Previous issue date: 2009-05-18This dissertation has the aim of understanding the connection between social inclusion, the orphanage and curriculum, starting from the analysis of the discourse of teachers and employees involved with the education of children that live in orphanage and study at an Elementary School, located in the neighborhood of Ipiranga in the city of São Paulo. The critical discourse analysis was an analysis support to make possible the understanding of the curriculum of the referred school, because curriculum is considered along the several school times and spaces and the several actions and manifestations of the subjects that there interact. The hypothesis of this research was confirmed along the work, that the curriculum of public school whose some children live in orphanage, usually doesn´t consider entirely these children's needs. This way, as conclusion, it is considered necessary the structuring and application of a curriculum that contemplates critical and cultural focuses, that minimizes the ambivalences between sheltering and abandoning that permeate the discourses and practices of most of the teachers and researched employees. Such discourses reflect the contradictions between the students' needs and the dominant curricular organization
Esta dissertação tem o objetivo de discutir a relação entre inclusão social, abrigo e currículo a partir da análise do discurso dos professores e funcionários envolvidos com a educação de crianças que vivem em abrigos e que estudam em uma escola estadual de 1ª a 4ª série do Ensino Fundamental I, localizada no bairro do Ipiranga na cidade de São Paulo. A análise do discurso crítica foi um suporte de análise para viabilizar o entendimento do currículo da referida escola, visto que o currículo é considerado nos diversos tempos e espaços escolares e nas várias ações e manifestações dos sujeitos que aí interagem. Trabalhou-se com a hipótese, confirmada ao longo do trabalho, de que o currículo da escola pública que recebe crianças abrigadas não tem contemplado inteiramente as necessidades dessas crianças, de modo a realizar sua efetiva inclusão. Assim, conclui-se que se faz necessária a estruturação e efetivação de um currículo que adote enfoques críticos e culturais, de sorte a minimizar as ambivalências entre o abrigar e o desabrigar que permeiam os discursos e as práticas da maior parte dos professores e funcionários pesquisados. Discursos esses, cumpre salientar, que refletem as contradições entre as necessidades dos alunos e a organização curricular dominante
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Lowe, Amber Kathleen. "Teacher Candidates' Perspectives on Teacher Education and Critical Multiculturalism." Thesis, 2007. http://hdl.handle.net/1974/941.
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This research is grounded in my observation that we live in a society that is racist, sexist, classist, heterosexist, able-ist, and oppressive in other ways for a variety of groups and individuals outside of the dominant norm. Schools functions as sites of reproduction that work to maintain the status quo through the reproduction of racist, sexist, classist, and heterosexist language and discourse (among others) that maintain the normalcy of oppressive behaviour. However, in as much as schools may reproduce inequalities, they could equally well produce possibilities for equal and just relations in society. In many ways, schools are contradictory places where the dynamics of reproduction and production are simultaneously at work. The question becomes one of how to encourage and nurture the possibility of schools to become sites of struggle over oppressive relations in society. Critical multicultural theory has been proposed as one possible answer to this question.
While critical multicultural education understands schooling as a site of social reproduction, it is also believed that schools can work to challenge the inequality engendered by the process of social reproduction by educating students about the dynamics of oppression and privilege. Schools are, thus, understood as sites of possibility, where the normative and common sense understanding of society’s current oppressive relations are deconstructed and critiqued. In this work, I use critical multicultural theory to focus on the role of teacher education in the creation of new possibilities for schooling.
The purpose of this research is to examine new possibilities for teacher education by making problematic the normative discourse of a university teacher education program and its implication for critical multicultural teaching. As such, this research will deconstruct the dominant discourse in a Faculty of Education at a mid-size Canadian university through an examination and analysis of the perspectives of current teacher candidates; examine how the discourses in teacher education work to constrain and limit the possibility of critical multicultural education; consider the pedagogical challenges of a critical approach to multicultural education; and provide new possibilities for teacher education and, in particular, critical multicultural teacher education.Thesis (Master, Education) -- Queen's University, 2007-12-12 09:21:57.648
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Hys, Dmytro. "A Critical Assessment of Will Kymlicka's Theory of Minority Rights: Dilemmas of Liberal Multiculturalism." Thesis, 2004. http://hdl.handle.net/10756/288519.
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This thesis argues that to take into account only liberal interpretations of multicultural dilemmas would be insufficient and unrealistic in assessing the claims of justice for ethnocultural diversity. The current liberal approach as offered by Will Kymlicka is a good beginning for ethnic conflict management. However, his theory is marked by a number of limitations due to the fact that he operates only with the principles and norms of liberal institutions. In modern multiculturally constituted democracies, the presence and constant increase of cultural diversity challenges the self-understanding of liberal democracy. Kymlicka's liberal theory of multiculturalism has been challenged by several political theorists, who emphasize the insufficiency of his approach due its reliance on liberal readings of ethnic conflicts. [from Introduction, p. [1]]
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Pashby, Karen. "Related and Conflated: A Theoretical and Discursive Framing of Multiculturalism and Global Citizenship Education in the Canadian Context." Thesis, 2013. http://hdl.handle.net/1807/35921.
Full textAbstract:
There is a public perception that Canada is an ideal place for cultivating global citizenship because of its culturally plural demographics and official policies of multiculturalism. Global Citizenship Education (GCE) is a growing field in Canadian education and is an explicit focus in the Alberta social studies curriculum. This thesis brings together four conversations within which multiculturalism and GCE are both related and conflated: (a) the public perceptions of Canada as a model of cultural diversity and global citizenship, (b) the scholarly discussions of GCE and multiculturalism, (c) the policy context where multiculturalism is set alongside GCE, and (d) the practical ways that the two are mutually related in curriculum and lesson documents. There are four interrelated sections to this thesis; each identifies the tensions inherent to multiculturalism, GCE, and the perceived relationship between these fields. First is a wider philosophical and theoretical framing of the topic. Second is the examination of educational research on the topic. Third is a critical discourse analysis of policy, curriculum, and lesson plan documents in the province of Alberta. Last is a synthesis of the findings from all three sections.
The analysis finds that there are philosophical and ideological tensions inherent to both fields and to the relationships between them. This contributes to conceptual and ideological conflation and confusion. This finding raises some important concerns in terms of possibilities and constraints to thinking about cultural diversity and social inequities in new ways. It highlights how multicultural contexts of GCE can lead to the recreation of tensions, conflation, and ambiguity. However, the Alberta context demonstrates that a multicultural context can also open critical spaces and possibilities for GCE through engagements with tensions and complexities. Thus this thesis contributes theoretically, by presenting a framework and perspective for interrogating and critically inquiring into the relationship between the two fields. It also contributes to the policy and curriculum discussions in educational research and practice by highlighting the importance of foregrounding key tensions inherent to each field and by identifying the potential negative consequences of leaving these tensions implicit.
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Kislowicz, Howard. "Freedom of Religion and Canada’s Commitments to Multiculturalism: A Critical Analysis of the Rights-based Approach." Thesis, 2009. http://hdl.handle.net/1807/18782.
Full textAbstract:
This thesis argues that the current Canadian approach to freedom of religion is inconsistent with Canada’s approach to multiculturalism. It begins by placing Canada’s multiculturalism legislation into the broader intellectual context of the leading political theories on the governance of diverse populations. It then examines the Canadian case law regarding freedom of religion, arguing that the prevailing rights-based approach produces consequences inconsistent with Canada’s legislated commitments to multiculturalism. It posits that the individualism of rights-based analysis, the pressure to frame religion in pre-defined ways, and the tendency of courts to speak in the language of tolerance are all troublesome. Further, it argues that when disputes are framed in terms of rights, meaningful dialogue is less likely and compromises are difficult to achieve. It then proposes an alternative, “difference-based” approach to disputes involving religion, which provides a framework more consistent with Canada’s multicultural ideals.
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Wang, Chia-yu, and 王佳瑜. "Critical multiculturalism thinking on NIMBY facility and compensation mechanism －Hualien Hoping Power Station as an example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19781709955898696626.
Full textAbstract:
碩士國立花蓮教育大學
多元文化教育研究所
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This research is based on the perspective of critical multiculturalism in exploring the Hualien Hoping power station, its compensation mechanism, and understanding residents’ environmental consciousness of the Hualien Hoping power station . The study applies document analysis and field research in discovering that residents' heart is just like that a pendulum ripple with industry's compensation mechanism; compensation funds begin to transfer the financial storehouse of Sioulin Township in 2004, with villagers hoping to be taken into consideration. However, the villagers cannot feel the work of the compensation funds, while the village and people alike are being polluted. Moreover, Hoping village is in the relative marginal area, the development of the industry, by over-exploitation of the environmental resources, deepens Hoping’s problem. This research offers suggestions to the NIMBY facility and its compensation mechanism as follows: First, the NIMBY facility’s environmental impact assessment opinion poll should be based on the local people directly affected by the factory, not the whole cities and towns. Second, local leaders should receive training on industrial affairs and pass on their knowledge to the villagers. Third, communication bridge should be set up between the villagers and industrial area. With the assistance of Non-governmental organizations, both sides of the bridge could build up partnership relation, while reducing the involvement of the government or politicians. The villagers can thus become empowered. Through above-mentioned suggestions, the researcher hopes that the NIMBY facility and its compensation mechanism can reduce the possible risk, and that the injury to the residents can be greatly avoided.