Dissertations / Theses: 'Critical theory of education'

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Elliott, Carole. "Critical theory and management education." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423984.

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Hadfield, Colin. "Towards a grounded theory of critical viewing." Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.

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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.

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Hollingsworth, Teri Ann. "Associating democratic methods in correctional education and postmodern critical theory." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1615.

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Finneran, Michael J. "Critical myths in drama as education." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1987/.

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Drama as education is a relatively young concern, which has been primarily occupied with developing a strong tradition of practice. As a result it has suffered from a dearth of theoretical and critical engagement. This situation has led to the existence of a range of unquestioned beliefs and practices that underpin much of the governance, traditions, knowledge and operation of drama in educational settings. The thesis examines the existence and location of the community of drama as education, reviews the discourse of the community, and seeks to understand previous attempts at demythologising. This thesis proposes a critical understanding of the idea of myth in order that it can be used in a positive and beneficial manner. Utilising a post-modern critical research methodology, it constructs a bricolage of theoretical perspectives that collectively are used to locate, identify and interrogate areas of myth. A new typography of myth reveals four dominant areas of operation, and examines the manner in which myths impact upon the educational and cultural institutions in which they occur. The forces that conceive of, operate and perpetuate myth are understood to be language, power and ideology. These elements operate in conjunction with each other, with human agency at the helm. The thesis is in nine chapters. Chapter 1 sets the scene and introduces the range of the research. It is followed by Chapter 2 which seeks to put in place a range of theoretical perspectives upon which the methodology is constructed. Chapter 3 provides further theoretical insight into the location of the research, and Chapter 4 constructs a critical mythic bricolage, defines its usage, and proposes a contemporary typology of myth. Chapter 5 identifies the ‘Point of Entry Text’ – the primary school drama curriculum in the Republic of Ireland, and deals with the category of governing myths. Chapter 6 is concerned with traditional myths, Chapter 7 examines epistemological myths, and Chapter 8 teases out operational myths. Finally, Chapter 9 looks to the future of myth after demythologising, and seeks to begin engaging with the inevitable process of remythologising.

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gallego, brady s. "COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/127.

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Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.

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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.

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Gibson, Jeremy James. "Negotiating theory : problems of value in literary study, critical theory and educational politics." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260919.

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This dissertation is an attempt to map contradictions faced by the student in his/her experience of literary study. These contradictions coalesce around an apparent struggle between proponents of difference in critical theory and forces of regulation in educational politics. In mapping the tensions arising from the ideological struggle between differing cultural values, which are both represented in and conditioning forces around literatures and forms of study and assessment, this dissertation locates the interests and values most effective In defining the identity of literary studies at the present time. Through this, the possibility for different understandings of the practice and experience of literary studies is argued. The Introduction asks the preliminary question, "what is the function of theory in literary study? " and surveys a range of responses to establish the debate in which this project participates. In Part One, Chapter One, theories of deconstruction are explored as both powerfully influential in the field of literary study, and suggesting the possibility for an open-ended process of reading as distinct from more determinately organised forms of study. Chapter Two and Chapter Three theorise an Idea of the individual as a located subject through theories of postmodernity and subjectivity, in order to develop this understanding of reading in relation to other important theories and as an effective practice. Part Two addresses the cultural context within which these theoretical concerns are located, and resultant ideological tensions. Chapter Four deals with the specific location and practice of literary studies In the educational establishment, and moves towards a consideration of the larger questions of the political regulation of education in Chapter Five. Part Thre4 Chapter Sb4 places in tension the issues dealt with in Parts One and Two. The conclusions explore this situation in terms of the possibility for forms of literary study which activate the radical potential of critical theory in an increasingly rationalised environment, to provoke readings of critical value for students.

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Phaup, Kristen Michelle. "Striving toward a critical theory of technology pedagogy in literacy education /." Electronic version (Microsoft Word), 2003. http://dl.uncw.edu/etd/2003/phaupk/kristenphaup.html.

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Olivieri, Scott D. "Diversity on Jesuit Higher Education Websites." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107711.

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Thesis advisor: Ana M. Martínez Alemán
The term “diversity” was popularized in Justice Powell’s opinion in Regents of the University of California v. Bakke, which identified the benefits of a diverse student body as a compelling state interest. Forty years after Bakke, deep inequities remain in higher education and racist events occur with regularity on college campuses (“Campus Racial Incidents : The Journal of Blacks in Higher Education,” n.d.). Institutions continue to struggle to address student concerns and a significant gap remains between students and administrators on the topic of diversity and inclusion. Because the public website is the face of the university to the world and the most powerful platform for conveying institutional values, goals, and priorities, representations of diversity on university webpages are potent statements about how institutions address these topics (Snider & Martin, 2012). Jesuit universities in particular have a 500-year tradition in education that is founded on a deep respect for cultural difference, making them an excellent choice for a study on diversity (O’Malley, 2014). This exploratory qualitative study utilizes Critical Discourse Analysis to examine how diversity is characterized on Jesuit higher education websites. The 28 Jesuit higher education institutions in the United States were analyzed during two time periods using a framework combining elements of Fairclough (2003) and McGregor (2014). The data were interpreted through the lens of Critical Race Theory (CRT), which posits that racism continues to be endemic and omnipresent in the United States. CRT scholarship on microaggressions, whiteness, and colorblindness is a foundational element of this analysis Based on this analysis, institutions were placed in an adapted model of diversity development based on Williams (2013). While respecting cultural difference and care for the marginalized is at the core of the Jesuit mission, translating this to an inclusive diversity web presence has presented challenges for institutions. In this study, just 3 of the 28 Jesuit higher education institutions attained the most advanced stage—Inclusive Excellence. Few Jesuit institutions placed diversity at the core of the mission or maintained cohesive and powerful diversity messaging across the website. This study found instances where imagery, prose, and information architecture issues reinforced hegemonic norms and objectified individuals. This analysis concludes with diversity website content recommendations for administrators, communications professionals, and faculty who seek to be inclusive rather than alienate, deconstruct hegemonic norms rather than reinforce them, and balance marketing goals with campus authenticity
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Romero, Augustine Francis. "Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194496.

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This critical race qualitative research study examines the perspectives of Chicanas\os regarding their educational experiences. Critical race theory in education has been critical in the effort to bring a deeper understanding of the racism that is experienced in American schools by Chicanas\os and other children of color. This study examines the intersectionality of American education; the Chicana\o social, political and historical experiences; and racism.This study is informed by theoretical frames from the disciplines of critical race theory, Latino critical race theory and their educational implications, new racism, Chicana/o authentic caring, and critical pedagogy. These theories expose inequality and injustice that adhere in American schools, and they help me understand that Chicana/o students, their parents and their communities are constructors of knowledge and facilitators of critical transformation.The study triangulates qualitative data through two critical components: interviews and an archival evaluation of the academic impact of the Social Justice Education Project and its Critically Compassionate Intellectualism (CCI) model of transformative education. The interview component consists of one open-ended focus group interview and one open-ended interview. In the archival segment, I evaluate informal open-ended student interviews, end of the year progress reports, post-program surveys, and achievement and graduation data.These data indicate that racism remains a key variable within the educational experiences of Chicanas\os students in SUSD schools. Additional findings indicate that the student cohorts that participate in the Social Justice Education Project and experience the CCI model of transformative education have a higher AIMS pass rate and higher graduation rates than those students cohorts that do not experience both the Social Justice Education Project and its CCI model.Given these findings, the study proposes that educational leaders demonstrate the political will that is needed to discover and implement multiple forms of critical transformative educational praxis. In addition, the need for more research that centers the voices of students and that focuses on racism and the Chicana\o contemporary experience.

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Fair, Elizabeth L. "Educational Disparities in Early Education| A Critical Race Theory Analysis of ECLS-K| 2011 Data." Thesis, Notre Dame of Maryland University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784565.

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African American children’s public school education outcomes differ from those of their White, non-Hispanic peers. This dissertation used the data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to explore the question: What factors during a child’s kindergarten through third-grade years contribute to disparate test scores, opportunities, and outcomes? There is a large body of research citing a gap between African American students and their White, non- Hispanic peers in later years of schooling. This study utilized data collected from students, parents, teachers, and administrators from a child’s entry to kindergarten through the completion of third grade. The results were interpreted through the lens of Critical Race Theory (CRT). Most CRT work has been qualitative. This study aimed to identify areas in which follow-up qualitative work could enrich the findings of the quantitative work and offer insight beyond the deficit models that are routinely provided to explain the gap.

Findings suggest that there is a slight gap between African American students and their White, non-Hispanic peers in reading and math scores on kindergarten entry. Those differences increased over a 4-year period. The data also suggest poverty played a factor in this disparity. The beliefs about kindergarten readiness between teachers and parents were aligned, and African American parents’ beliefs were more aligned than were those of the parent population as a whole. Teachers reported closer relationships with White, non-Hispanic students and higher levels of conflict with African American students, although this did not seem to correlate directly with reading and math test scores.

The research results indicate that there needs to be an increase in culturally relevant pedagogical training for preservice and inservice teachers. Early education programs need to be closely examined for practices that exclude or disadvantage children who are not from White, middle class backgrounds. The curriculum needs to build on the skills the students possess, rather than considering those without the desired skills deficient. Finally, intervention programs need to be evaluated as the data in the study indicate that reading gaps were less than math.

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Padgett, Gary. "A Critical Case Study of Selected United States History Textbooks from a Tribal Critical Race Theory Perspective." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4381.

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The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida's 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians. The study then analyzed how that information was portrayed. The exploratory questions that guided this study were, how are American Indians portrayed in five selected U.S. history textbooks? It also addresses the question, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Rubin and Rubin, 2005; Janesick, 2004). The Five Great Values, as developed by Sanchez (2007), were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address issues from an indigenous perspective. This study found that while overt racism has declined, colonialism and assimilation were still used as models when American Indians were depicted in the five selected textbooks. It also discovered the portrayal of American Indian women to be particularly influenced by the models of colonialism and assimilation. Colonization and assimilation can been seen in the depiction of American Indians as a part of nature, the homogenization of American Indian religion, the portrayal of elders as unnecessary, the exclusion of American Indian role models, and the use of Western socioeconomic models rather than indigenous ones.

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Schwartz, Elaine Gail 1944. "In the spirit of inquiry: Milton Meltzer, whole language and critical theory." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291862.

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This is an analysis of the relationship between whole language, critical theory, and Milton Meltzer's documentary social histories, biographies, and one historical novel written for adolescent readers. Exemplified in my analysis are Meltzer's works on Christopher Columbus, the African-American experience, American history from the Colonial Era to the present, and the root causes of poverty, crime and social inequity. My premise is that Meltzer's works, as part of the oppositional tradition in children's literature, foster a counterhegemonic social analysis of history. The synergistic effect of Meltzer's works, critical theory, and whole language has the potential to create a new radical transformative educational paradigm. This paradigm will lead to the actualization of critical democracy in classrooms, schools, and society.

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Nemiroff, Greta Hofmann 1937. "From humanistic education to critical humanism : the dialectics of theory and praxis." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59423.

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This thesis articulates the philosophy of The New School of Dawson College, an alternative pre-university Arts programme in a community college in Montreal. The roots of The New School's philosophy are examined and critiqued in the works of: Dewey, the existentialists, popular educational critics of the 1960s, Maslow, Rogers, the humanistic and "Values" educators, Kozol, Freire, Aronowitz, Giroux and feminist educational theorists.
The thesis focuses, however, on the dialectical relationship between theory and praxis in the development of educational philosophy. It describes the process by which various elements to be found in the works of these educational philosophers are tested by and integrated into the pedagogy of the school, contributing to its educational philosophy of Critical Humanism.
This thesis combines philosophical analysis with concrete examples of a praxis which is informed by and, in turn, informs educational theory.

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Wesley, Paul. "Toward a critical pedagogy, the limits of traditional Marxist theory in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ40679.pdf.

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Taggart, Geoff. "A philosophy of spiritual education drawn from process thought and critical theory." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397455.

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Mati, Shepherd Ayanda. "Critical theory, adult learning and a 'xenophobia': a critical perspective on Umoja wa Afrika's human rights peer education programme." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7522_1367480641.

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The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo
xenophobia&rsquo
in the terrain of discrimination and
the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing
people&rsquo
s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo
programme enables young adults to develop a critical consciousness about human rights and &lsquo
xenophobia&rsquo
. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative
methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo
s critical reflections. The research was located within a
critical theory framework in the field of adult
learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).
The key finding of the study is that the experience of the
workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo
xenophobia&rsquo
. The participants identified specific factors that
contributed to such awareness. These included the diverse composition of participants, the &lsquo
accompanying&rsquo
facilitation style, and the interactive training methodology. This study makes a
contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of
human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.

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Coggin, Lara dos Passos. "Teachers, Talk, and the Institute for Transformative Education." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/204270.

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Few studies have examined educators' understandings of racial politics in schools and the larger social world through a social interactionist lens (Mead, 1934). Scholars such as Milner (2006) and Sleeter (2008) focus on improving multicultural teacher education. While understandable, this focus prevents scholars from forming a deeper, multi-dimensional picture of teacher learning, racial ideas (synthetic, conscious) and ideologies (derivative, un-examined), and social interaction. This year-long study of 15 participants in the 2009-10 Institutes for Transformative Education asks how educator discourse about the Institute contributes to this picture.Teacher life narratives have been linked to conceptions of race, class, and culture effectively (Johnson, 2002), and constructivist reflection in teacher education (Loughran, 2002) continues to command attention in current work on teacher learning. Yet the context of spoken discourse is often absent from the analysis in these studies, making it difficult to understand how contextual framing in conversation reflects and affects teachers' social mediation of racial politics in their daily practice and their civic lives. This study focuses on talk between the researcher and 15 educators, connecting the local frames of participants' stories of race in schools with state, national, and theoretical discourses.Understandings of critical multicultural education build on interactions between critical multicultural scholars including Grande (2004), hooks (1994, 2006), and Spivak (1988). Analysis of individual educator discourse can only be effective with the aid of previous work on teachers and race (Pollock, 2004, 2008), socially situated learning (Cole, et al., 1978; Guitart, 2008), racetalk in conversation (Bonilla-Silva, 2006; Anderson, 2008), conversation in social interaction (Goffman, 1959; Wooffitt, 2005), institutional theory (DiMaggio & Powell, 1983; Foucault, 1972), and educational philosophy (Freire, 1984, 1988).

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Peralta, Adriane Kayoko. "A Critical Discourse Analysis of the Obama Administration’s Education Speeches." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/241.

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This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December 2010. These speeches were interpreted with the use of critical discourse analysis and reviewed through the lens of interest convergence theory. The first aim of the researcher was to uncover the underlying ideologies represented in the Obama Administration’s education speeches. The second objective was to understand how those ideologies impacted the Administration’s proposed reform ideas. Specifically, the researcher was interested in how the underpinning ideologies and proposed solutions affected the education of poor students of color. The researcher found four primary ideologies in the education speeches. First, every speech was coupled with an economic agenda. Second, the speakers displayed great concern over America’s ability to remain a global economic leader. Third, there was an emphasis on the role of education in promoting equal opportunity and a belief in the American Dream. Finally, the speakers showed a deficit‐oriented perception of students of color. The researcher discovered that economic ideologies inspired the Obama Administration’s proposed solutions. As such, the author argues that the Obama Administration utilized interest convergence by focusing on the economic self‐interests of white policymakers. This study concludes with the author’s recommendations for change in the education of poor students of color. The author calls for strategic alliances throughout group identities in order to achieve educational equity.

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Hollins, Stacy Gee. "The digital divide through the lens of critical race theory| The digitally denied." Thesis, University of Missouri - Saint Louis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10012831.

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The purpose of this qualitative research study was to examine African American community college students’ availability to technological resources and how that availability affects their success. In this study, technological resources include access to the internet, software, hardware, technology training, technology support, and community resources. This study included six community college professors and six African American community college students enrolled in a Midwest community college. A major tenet of Critical Race Theory, storytelling, was used to give voice to students who lack sufficient access to technological resources referred to as the digitally denied. Data from this study can create an awareness of students that lack technological resources at community colleges, universities, and community libraries. This study could also be useful to community college leadership who set policies and procedures and determine curriculum requirements that call for technological resources. The findings suggested that access to technological resources is a key factor that impacted the success of African American students in the community college.

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Dwight, James Scutt III. "Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11132.

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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.
Ph. D.

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22

Birk, Tammy A. "Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138.

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Abercrombie-Donahue, Micki. "Educators' perceptions of Indian education for all: a tribal critical race theory ethnography." Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/abercrombie-donahue/Abercrombie-DonahueM1211.pdf.

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This tribal critical race theory (TribCrit) ethnographic study explored educators' perceptions of Indian Education for All (IEFA), the latest in a series of educational reforms designed to preserve the heritages of the Montana Tribal Nations and transform Montana school curricula and teaching. This study found a lack of consensus and understanding among the educators about the purposes and the design of IEFA. The educators believed the most beneficial sources of support for the future implementations of IEFA would be recursive, ongoing and consistent partnerships and collaborations with Indigenous specialists who could equip the educators with the Indigenous knowledge, pedagogies, and skills they needed to build and sustain relationships with Indian students and families. The educators indicated that the greatest obstacles to the implementation of IEFA curricula were: the lasting legacies of colonialism, Native American subjectivity, misrepresentations of Indigenous identities, lack of understanding about Indigenous epistemologies pedagogies and life ways, systemic racism, poor communication, broken relationships, mistrust and lack of rapport, whiteness and white privilege, and a lack of support or professional development opportunities with Indigenous specialists from particular tribal communities in Montana.

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24

Samara, Akylina. "The experience of critical thinking within upper secondary education : From theory to practice." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Social Sciences and Technology Management, 2003. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-93.

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25

Jeong, Hyeon-Seon. "Theory, practice and 'empowerment' in media education : a case study of critical pedagogy." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10007388/.

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This thesis explores the issue of 'empowerment', which is often seen as a key question for media education. The fIrst two chapters are a literature review. Chapter 1 critically discusses how the concept of empowerment might be constituted in the discourses of critical pedagogy. Following this, Chapter 2 discusses the kinds of empowerment offered by three different models of media education (,critical analysis of the media', 'media production as 'self-expression", and 'media production training'), focusing on the pedagogic processes and the kinds of legitimate knowledge and skills offered in handbooks for teachers. Chapter 3 explores the complexity of empowerment in media education from a more learner-centred perspective on education and a sociocultural perspective on classroom practices, drawing on two distinctive areas of study: audience research and situative learning theory. Three data analysis chapters follow Chapter 4, which discusses the methodology and methods used in collecting and analysing the data collected. Chapter 5 analyses a school context where 'critical media analysis' is presented as the 'official critical discourse' to make students into media critics. Chapter 6 discusses a youth project context where rules for media production are emphasised, while the professed aim is to empower young people to express their own voice in the process of training them as media producers. In both cases that I observed, the kinds of competence or legitimate knowledge and skills that the students were required to achieve were presented fundamentally as non-negotiable. Pursuing the questions raised in the previous two chapters in a context where the reading and writing sides of media education are brought together, Chapter 7 discusses how individual students with different background knowledge can be empowered in actual learning situations and what might be the role of the teacher in doing so. Based on such classroom research, this thesis argues that empowerment in media education needs to be reconsidered in relation to the ways in which teaching and learning actually take place and how the teacher and the students are positioned in relation to particular abilities and knowledge about the media.

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Wright, Elizabeth Ann. "Visual preferences in an ageing population : design, theory, practice, education & critical reflection." Thesis, Open University, 2013. http://oro.open.ac.uk/54504/.

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Formative periods represent early phases in life when we are particularly sensitive to experiences that influence later choices. This investigation hypothesised that the design of products associated with formative periods continues to influence preference throughout life. In design for an ageing population these preferences are important because designers often wrongly assume a decline in interest in design and physical ability. If these assumptions are prioritised there can be a detrimental effect on the visual sensitivity and emotional value products convey. In the United Kingdom a significant proportion of the ageing population is financially independent, physically healthy and resistant to traditionally negative associations of ageing. However, limited interrogation of the design process, or of the products produced, leaves a largely youth orientated design industry ill- equipped to challenge these associations and design for consumers whose experiences differ from their own. This investigation interviewed leading design professionals to test these assumptions and to inform an innovative questionnaire to identify visual preference. The questionnaire incorporated images of domestic products from 1930 to 1990 and asked for rapid responses reflecting intuitive preferences. A fifty five percent , response rate was achieved from 5,000 questionnaires posted to respondents aged fifty to seventy five years. Analysis of the findings identified two associations. Firstly, a statistically small association between age and visual preference, older respondents preferred older products, although the association was marginal and insufficient to support the hypothesis. Secondly, visual analysis revealed a strong preference for the most familiar form of the product, proposed as representing the 'contemporary essence'. These findings challenge assumptions that ageing is accompanied by a decline in design interest. Rather, the economic and social cost of establishing a design environment reduces the flexibility of future choices. These issues are age neutral. To address these issues, a critically reflective design approach is proposed as a positive response to an ageing population in an inclusive society.

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Doughty, Hannelore. "Critical perspectives on modern languages in Scottish further education 2000-2002." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/40.

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The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.

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Unyapho, Panadda. "A PHENOMENOLOGICAL STUDY: EDUCATIONAL EXPERIENCES OF INTERNATIONAL DOCTORAL STUDENTS OF EDUCATION AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/327.

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In this phenomenological study, I examined the educational experiences of six international doctoral students of Education at a Midwestern university. The purpose of this study is to understand how the participants make meaning of their educational experiences. Several theories influenced this study. These include critical theory, co-cultural theory, transformative learning theory and the concept of cultural scripts. A qualitative approach was used to gather detailed data from the participants. Data collection included a series of three in-depth, semi-structured interviews with each participant and two focus group interviews. All of the data collected were carefully coded, looking for three central topics of self reflection, transformative experiences, and meaning making. The participants' understanding of their transformation as learners tied closely to their academic accomplishments, which include completing tasks and assignments, being accepted in academic community, having articles published in academic journals, and presenting their academic work at conferences. Much of their transformation and meaning making related to their instrumental learning. The study suggests that educators should encourage students to broaden their frames of reference by inviting them to engage in meaningful discussion that is beyond instrumental learning in order for the students to develop critical thinking and to be in charge and accountable for their learning towards critical consciousness.

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Insley, Lyman A. "Toward Critical Counseling: A Content Analysis of Critical Race Theory and Culturally Relevant Pedagogy in Community College Counselor Education." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/954.

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Background: Prior to the early 1990s, most counselor preparation programs did not have multicultural competencies. Therefore, a call was made for the use of multicultural competencies in counselor preparation programs. Yet, the popularization of multicultural competencies of this time in education had a Eurocentric bent, a kind of colorblindness More recently, scholars confirmed that these Eurocentric multicultural competencies had become the primary template from which counselor preparation programs taught culturally responsive and relevant pedagogy. Therefore, a call was made for the use of critical race theory (CRT) in counselor preparation programs to challenge and change Eurocentric cultural competence. Purpose: This study explored the presence of CRT and culturally relevant pedagogy in an educational counseling master’s program preparing community college counselors. Methodology: This content analysis explored an educational counseling master’s program. Various data collection methods employed included program document analysis, and semi-structured interviews of program faculty/counselor-educators, program student-counselors/alumni. Conclusion: The main findings of this content analysis are that although not explicit, and albeit limited, evidence of CRT themes were inferred in some way in the program’s content; while culturally relevant pedagogy was evident within the variety of counseling techniques employed.

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Naidoo, Pathmaloshini, of Western Sydney Nepean University, and Faculty of Education. "The critical tradition : policy and process in South African education." THESIS_FE_XXX_Naidoo_P.xml, 1998. http://handle.uws.edu.au:8081/1959.7/536.

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For the researcher, education is concerned fundamentally with the notion of human emancipation. In other words, it is only worth the name if it forms people capable of taking part in their own liberation. Education policy in South Africa prior to African National Congress victory in 1994 was dominated by the ideology of apartheid which led to a variety of malpractices in defining the role and status of education. The ANC victory in South Africa ushered in a period of awakening from a situation of oppression to the establishment of alternative education structures promising a redress of past imbalances through equality, justice and democracy as fundamental human rights. While the ANC policy documents may serve South African society in an educative way, it is equally important that this also implies, at a practical level, an increase in collective learning levels. This has to be done in ways that are undistorted and ways that do not devolve all authority to experts. As a preliminary to improving practices, it is vital to penetrate below the surface of the ANC policy documents to understand the true nature of things found to expose internal and external contradictions and distortions. As Durkheim (1994) says why strive for knowledge of reality if this knowledge cannot serve us in life. This implies that the pursuit of knowledge is of little value unless it can serve our interests as social and cultural beings. This thesis aims to examine the role played by the Reconstruction and Development Policy in South Africa's education system. It questions the viability of implementing the policies as set out in the policy documents, which the African National Congress claim to be derived from critical theory. The focus was on the reconstruction of the central and decisive events that have had implications for present educational policy and development. A methodological tool derived from critical theory was applied since it provided a form of meta-critique with an emancipatory rather than manipulative interest in criticism. Critical theory hence became a method of rational valuing and a powerful tool of internal and external criticism with the potential for use in practical as well as theoretical research. It thus becomes of value not only to a policy-maker but to a researcher or classroom practitioner as well. With regards to South Africa's present status, critical theory offers us a clear, less-distorted picture of how things are and at least suggests through transcendence of the existent, the possibility of how things may be different.
Doctor of Philosophy (PhD)

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Adams, Faried. "Critical theory and school governance : advancing an argument for democratic citizenship." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1586.

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Hadley, Gregory Stuart. "Blended EAP professionals in corporatized higher educational institutions : a critical grounded theory." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3543/.

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As momentous changes continue to sweep across higher education, tertiary-level English for Academic Purposes (EAP) has experienced a time of challenging and sometimes painful professional transition. In many Higher Educational Institutions (HEIs) around the world, EAP units have been transferred from academic departments to administrative offices responsible for international student recruitment and entrepreneurial talent development. The new locus of conflict for many teachers of EAP has centered on the significant disconnect between them and their new administrative managers about the purposes of second language pedagogy. This thesis is a qualitative grounded theory study situated within these restive dynamics. Drawing from in-depth interviews of over ninety informants at eleven higher educational institutions in the UK, Japan and the United States, I focus upon the new middle managers of EAP units, referred to in this thesis as Blended EAP Professionals (BLEAPs). I develop a Critical Grounded Theory about the processes and strategies BLEAPs use to survive in corporatized HEIs while working with international students and Teachers of EAP (TEAPs). It was discovered during the course of analysis that, even while BLEAPs are often responsible for teaching EAP classes, those who succeed in corporatized HEIs dedicated most of their energies to processes identified as Hunting & Gathering, Weighing & Measuring, and Molding & Shaping. All of these are linked to a basic social process, which is theorized to be that of Struggling to Manage and to Lead. This thesis discusses each of these processes in detail, and after explaining how the data used in this grounded theory study was philosophically construed, methodologically structured and theoretically analyzed, I consider the implications of this theory for Tertiary EAP as the profession approaches the middle of the 21st century.

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Chen, Ku-Yun. "An ESL Learning Center: A Critical Case Study." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1374848356.

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Pineo-Jensen, Shelley. "An Informed Electorate: The Relationship Between the Standardization of Public Education and Voter Participation." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13273.

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This exploratory investigation examined the relationship between states' educational standardization and voter turnout, using cultural and critical theory lenses. The study documented the problem of low voter participation and current education standardization policies. The study used a complementarity mixed-methods design with sequential quantitative and qualitative components. The quantitative component developed a tool for measuring states' levels of educational standardization, the Standardized Education Index (SEI). Data for voter age population (VAP) and voter eligible population (VEP) in state presidential elections between 2000 and 2012 were used as measures of voter turnout. A weak correlation was found between the SEI and voter turnout for VEP in 2000 and VAP in 2000, 2004, and 2008, with between 6% and 14% of variability explained. While no evidence of a positive relationship between higher levels of SEI and higher voter turnout was found, no counter argument could be established either. The qualitative component utilized case studies of exemplars of states with high SEI/low voter turnout and high SEI/low voter turnout, which were Arkansas and New Hampshire, respectively. Investigated elements were educational Administrative Rules, voting regulations, and cultural/geographic and demographic attributes. Data were compiled and compared. A binary sort, a Dichotomous Sort of Accountability Concepts, framed the critical analysis of educational standards data. Arkansas was found to be a location of standardized education and restrictive voting regulations. New Hampshire was a location of more differentiated education supporting civic engagement with easier access to voting. This study's results are a baseline for further investigation of the relationship of educational standardization to voter participation. If standards based reform has a positive effect on voter participation, then future correlation analysis will produce a moderate to strong positive relationship. If the relationship remains negative, then it will provide evidence that standards reform does not engender an informed electorate.

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Sullivan, Diana. "Setting the stage for critical thinking in clinical nursing education : a grounded theory approach." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834642.

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Critical thinking skills have been identified as important for practicing nurses to acquire. Therefore, nurse educators have a responsibility to improve the critical thinking skills of nursing students. There is limited research related to critical thinking and nursing education especially in the clinical environment. Nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession.The purpose of this research was to study the way nursing faculty use clinical situations to develop critical thinking in student nurses. The research question was: How do nursing faculty use clinical situations to develop critical thinking in nursing students?In researching this question a grounded theory approach was chosen. The grounded theory approach allows for the development of theory or extension of existing theory which can be used to build on or base future research in nursing education (Chenitz & Swanson, 1986).Data collection was completed using open-ended interviews and participant observation which is consistent with the grounded theory approach. The constant comparative method of data analysis was used to compare and contrast data between and among identified groups.Clinical nursing instructors were asked to participate in the study. The subjects were interviewed and observed teaching in the clinical environment. Confidentiality was guaranteed through coding and destruction of the field notes upon completion of the project. Participation was voluntary and subjects could withdraw at any time from the study.There were no identifiable risks involved in the study. Potential benefits were increased awareness of strategies to develop critical thinking skills and contributions to improve nursing education.Setting the stage for critical thinking in nursing education was identified as the core category. The data supported the development of critical thinking in the clinical environment related to trusting relationships in a risk-free environment. Teaching strategies that contribute to the development of critical thinking were identified. Nursing faculty recognize the importance of critical thinking to nursing and attempt to instill critical thinking in the nursing students.
School of Nursing

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Evans, Karen S. "Just when you thought it was complicated enough: Literature discussions meet critical theory." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186503.

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The use of literature discussion groups is enjoying increasing popularity in many language arts classrooms. Most research investigating this instructional practice has focused on the intellectual abilities necessary for students to conduct their own literature discussions (i.e., supporting opinions, asking questions). What has been missing in such research is how social and cultural factors might also influence how students engage in discussions. The purpose of the present study was to investigate what occurs when students conduct peer-led literature discussions and how the particular factor of social status influences the discourse and participation patterns in such discussion groups. Two literature discussion groups in a fifth-grade classroom were videotaped as they participated in their discussions. One group contained all female members and one was a mixed-gender group. Each group discussed their book for six days. All members of the class completed a sociometric measure to obtain student-perceived status of classmates. Constant-comparison and content analyses were used to analyze the descriptive data. The two groups differed in the purposes and the frames of reference they used to guide their discussions. The all-girl group focused on text-related purposes and utilized personal connections to discuss the book. The mixed-gender group's discussion was dominated by social talk and predominately used text-bound references to discuss their book. Social status influenced the participation patterns differently for the two groups and appeared to be related to the distribution of status within the group. The findings suggest that social factors such as gender and status influence how students negotiate participation and discourse patterns when leading themselves in literature discussions. The all-girl group's use of personal connections when discussing the book presents a possible alternative conception of what has traditionally been viewed as "girl-talk." The results also suggest that motivational (i.e., how much the group likes their book) and text (i.e., genre) factors are potentially influential factors in determining how students conduct discussions of literature.

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Barnes, Janine Michelle Ida. "Changing perceptions of ICT at KS3 : a critical investigation using activity theory." Thesis, University of Wales Trinity Saint David, 2015. http://repository.uwtsd.ac.uk/590/.

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This study examined the pedagogy of ICT and the aim of the research was to explore teachers’ perceptions of ICT capability and whether their practice in the classroom matched their personal constructs. This is particularly pertinent given the current environment of curriculum change in Wales. Cultural Historical Activity Theory (CHAT) was used as an analytical framework within this study. The use of this tool has enabled different dimensions within the case studies to be recognised and discussed. The use of the activity settings over time has allowed a fourth dimension to be added to the analysis and to examine how the teachers in the case study have managed their recognition of the emergent contradictions. The use of the activity setting to analyse similar settings from different viewpoints has prompted the use of CHAT as a tool to model likely contradictions which may emerge from the introduction of any new curriculum. The use of CHAT in an educational setting in this way has built on the use of Activity Theory to analyse the workplace activity in highlighting change and participant’s reaction to that change. Two continuums emerged, one concerning how ICT capability was perceived in terms of skills used, with the metacognitive skills at one end and the tools of specific software applications at the other. The other continuum was concerned with the pedagogy of ICT. It emerged that the schools employed different pedagogical strategies which resulted in the use of different pedagogical tools by the teachers within the study. The pedagogical continuum ranged from a mechanistic rigid pedagogy to one of facilitation with pupils creating opportunities for knowledge construction. These variations have implications for the pedagogy of any new computing curriculum which may be introduced and the need for continued professional development to enable effective teaching of that new curriculum.

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Hammond, David. "The common play of ironic understanding : a critical study of Kieran Egan's theory of educational development." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59648.

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My thesis centers on a critical analysis of the concept of the "educated person" in Kieran Egan's theory of educational development. Egan presupposes that the erudite human being in western societies is ideally a sophisticated ironic thinker, that is, a person who possesses the fullest range of sense making capacities known to our culture; and furthermore, a person who tactfully and innovatively applies these capacities in everyday life.
My thesis attempts a "thick" description of Egan's notion of ironic understanding in light of the writings of Martin Buber on dialogue, Hannah Arendt on human thinking, Hans Georg Gadamer on the serious playfulness of the interpretative act, Richard Rorty on private irony and liberal democracy, and finally, Michael Oakeshott on the educational conversation. It suggests that these theoretical notions of the fully human life may be practically realized in the educated ironist characterized by Egan in his various writings.

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Grogan, Gerry. "Using computer-based cognitive tools to enable critical thinking." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3507/.

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The Institute of Public Administration (IPA) is the Irish national centre for development of best practice in public administration and management. The setting for this study is the information systems (IS) department of the IPA. In the time frame of this study the IPA undertook an Institute-wide re-appraisal of teaching and learning, including higher order thinking skills and the use of e-learning. The aim was to investigate the relationship between critical thinking and technology and the extent to which computer based tasks could support the development of higher order thinking skills. The research is best described as a small-scale case study in which 17 computer science student subjects participated. The two principal data collection methods used were authentic computer-based critical thinking tasks (COGITASKs) and online discussions (OLD). The COGITASK requires student teams to construct an artefact using authentic general purpose Hypermedia and Modelling tools. On completion of each COGITASK, each individual student records in an OnLine Discussion forum (OLD) a narrative account of their impressions of what they have learned. The COGITASK generates quantitative data on critical thinking performance, the OLD generates qualitative data about student perceptions of their performance on tasks. The data is analysed using exploratory data analysis and content analysis. The analysis is conducted within a theoretical framework that describes critical thinking as constructive, cognitive, metacognitive and knowledgebased. The research is situated in the natural, authentic context of the IPA classroom, since these tasks are an integral part of instruction on the computer science course. Findings indicated that although, overall, students performed well, across tasks they performed less well on some planning, analysis and application aspects requiring deep understanding and metacognition. However, by triangulating performance and perception data, tools did seem to enable development of skills by making visible certain effects. Eight such effects are discussed. Reflecting, the aim throughout to relate theory to practice the study concludes by translating findings into non-prescriptive, practical guidelines for (IPA) teachers.

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Hassan, Amir Deardorff Kellan. "The potentiality of popular media and critical theory in first year composition pedagogies." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/a_hassan_042809.pdf.

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Chervin, Michael I. "Marcuse's critical theory as related to social education : a critical examination towards the development of a philosophical foundation of social education adequate to the North American context." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61701.

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Allison, Amanda. "Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6139/.

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This qualitative action research study examines how critical theory defined and guided my practice as an art teacher educator while I provided inclusion training for seven preservice art teachers during their student teaching. Sources of data included a personal journal, the inclusion curriculum I created for the preservice teachers and questionnaires and interviews. Primary findings indicated that critical theory had a substantive impact on the evolving development of my teaching philosophy, in particular my attention to issues of power redistribution in the classroom and my developing notion of teaching as form of artistry. The findings of this study also indicate that the primary impact of critical theory upon the preservice teachers was the articulation of their personal narratives and its relation to the development of their teaching identities. Further, mentoring these preservice art teachers in critical theory increased their competence in solving educational dilemmas. A primary finding of this study was how significant of a role the supervising or mentor teacher plays in developing preservice teachers' identity. As this is acknowledged, valued and utilized, more collaborative relationships among these stakeholders in the education of the preservice art teacher can be forged. The study provides implications for art teacher educators as they provide inclusion training to preservice teachers. These include honoring narratives, articulating a broader notion of inclusion, and using context-specific instructional tools while preservice teachers are completing fieldwork with students with disabilities. One suggestion for future research is to conduct longitudinal studies which explore and validate the impact of critical theory upon art teacher educators and preservice art teachers during the student teaching semester and several years beyond.

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Castellani, Jennifer. "Deconstructing Eve: A Critical Feminist Analysis of Mid-Level Female Administrators in Conservative Evangelical Universities." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462203657.

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Allison, Amanda Bain Christina Bittel. "Critical theory and preservice art education one art teacher educator's journey of equipping art teachers for inclusion /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6139.

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Hoffman, Tina D. "Project HOPE: a career education program for rural middle school students." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4991.

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A critical psychology perspective (Prilleltensky and Nelson, 2002) advocates for research that focuses on social change, the mutual participation of community stakeholders, and the empowerment of those served. The current study applies this critical psychology perspective to career education programming in a multiculturally diverse rural high school. This manuscript illustrates the collaborative development, implementation, and evaluation of the "Project HOPE" career education program. Case study methodology is used to examine the effects of the program congruent with a critical psychology paradigm. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994; 2000) variables of math/science self-efficacy, vocational skills self-efficacy, math/science outcome expectations and intentions, and math/science interests among rural eighth grade middle school students were examined via a pre and post-test design. Additionally, focus group and student evaluation data provide information on how the collaborative development and implementation was experienced.

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Hippensteel, Holly Beth. "Voices from the Pipeline: An Interpretive, Critical Race Theory Study of Thriving Among Underrepresented College Student Alumni of a Targeted Pre-College Program." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469181700.

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Hirschler, Christopher. "AN EXAMINATION OF VEGAN'S BELIEFS AND EXPERIENCES USING CRITICAL THEORY AND AUTOETHNOGRAPHY." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1211977933.

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Morrison, Rob. "Culturally-relevant information literacy : a case study /." Digital version available through National-Louis University's Digital Commons; click to view, 2009. http://digitalcommons.nl.edu/diss/20/.

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Ramalho, Tania. "Towards a feminist pedagogy of empowerment : the male and female voices in critical theory /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495487.

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Yates, Mark Timothy. "Congressional Debates Over Prisoner Education: A Critical Discourse Analysis." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/39.

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The United States has the highest incarceration rate of any country. The causes for the large number of prisoners can be traced, in part, to a politicized war on crime that resulted in harsh sentencing and high recidivism rates. Prisoner education provides the potential for slowing the revolving door of prison by helping to create engaged citizens, who are committed to bettering themselves and their communities. However, there is a paucity of support for programs such as Pell Grants, which could facilitate emancipatory education in prisons. The purpose of this work is to examine why prisoners are provided few meaningful educational opportunities while incarcerated. This study seeks to understand the genealogy of prisoner education policy through an examination of the debate surrounding the 1994 Omnibus Crime Bill and its prohibition of Pell Grants for prisoners, as well as the 2008 Second Chance Act and its reentry programs. The study analyzes the ideological underpinnings of key decision makers and how their values are often embedded in the narratives of neoliberalism. In addition, the work examines elite stakeholders’ discursive attempts, both manifest and subtle, to influence and maintain social policy through the creation of legitimizing myths, including the viewpoints that prisoners are hopelessly flawed or that they have potential only as human capital. Counter-hegemonic discourse is also described. The study methods are critical discourse analysis which looks at the ways text and talk maintain inequities in society and critical policy analysis. Utilizing transcripts from legislative debates, the study analyzes the discourses of members of Congress to expose the tropes that often lie beneath the surface of the debate over prisoner education. Their rhetoric appears to generate and maintain widespread support for legislation that is frequently deleterious to marginalized out-groups. The study should add to the literature examining the role of legitimizing myths that maintain inequities in educational access.

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Dissertations / Theses on the topic 'Critical theory of education'

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