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Dissertations / Theses on the topic 'Cultural relevancy'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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1

Fredwest, Janice M. "Popular Library: Rethinking the Cultural Relevancy of the American Public Library." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277140389.

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Kutufam, Doreen Vivian. "Gendering of health communication campaigns in Ghana cultural relevancy and social identity /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1375538411&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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3

Brooks-Cleator, Lauren. "Physical Activity for Aboriginal Older Adults: A Scoping Study and a Case Study." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31591.

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In Canada, out of the total Aboriginal populations, the older Aboriginal adult populations continue to increase and suffer disproportionately poor health compared to non-Aboriginal seniors. Despite these facts, there is a dearth of research concerning Aboriginal older adults, especially regarding their engagement with physical activity. My thesis is written in the publishable paper format and is comprised of two papers. Using a scoping study methodology in paper one, I demonstrate that intersecting factors such as colonialism, social inequities, and physical activity practices that are rooted in Western ideals and do not address Indigenous older adults’ needs, all contribute to Indigenous older adults’ lack of participation in physical activity. Using a case study approach in paper two, I demonstrate how Elders In Motion, a program offered by the Northwest Territories Recreation and Parks Association (NWTRPA), shows a shift in physical activity programs becoming more respectful of older Aboriginal adults’ cultures and communities; however, while the staff at the NWTRPA has made a strong effort to adapt a southern-based program for northern communities in the NWT, there are several program features that reaffirm colonial practices and support Westernized ideas of physical activity. Taken together, the papers in this thesis make apparent that physical activity programs and research concerning physical activity for older Aboriginal adults continue to be embedded in colonial practices. As a result, there is a demonstrated need for program development and research in this area to work towards reducing health disparities and challenging colonial practices.
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4

Vorreyer-Hedges, Anita L. "Rape Risk Reduction Materials: How Do University Students of Color Perceive the Cultural Relevancy of These Materials?" UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/325.

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Few studies have investigated how race and ethnicity influence people's beliefs about rape, or what impact these beliefs have on what and how we teach college students in efforts to raise awareness about rape. The purpose of this study was to gain understanding of how students of color perceive the cultural relevance of materials commonly used on campuses for rape risk reduction education. Participants were African American and Hispanic students at a mid-sized state university. Focus group sessions and interviews were conducted with 23 student participants. Students reported that they found the rape risk reduction materials culturally relevant; however, other revisions of the materials were necessary if the materials were to connect with students. Data analysis, based on the construction of grounded theory and the use of educational criticism, revealed three recurring themes-the influence of popular culture on student perceptions of social situations, the role of racial and ethnic identity development within a global context, and developmental influences on students' ways of constructing knowledge. Therefore, rape risk reduction efforts must be culturally sensitive and developmentally appropriate, and take into consideration the influence of popular culture in order to connect with students.
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Skon, Jane. "Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874.

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6

Von, Ancken Johan. "Culturally Relevant Curriculum and Instruction in a Culture of Care." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7596.

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This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. Our school district has spent significant resources attempting to address the deficiencies that exist within its lower performing schools. A variety of curriculum specialists have addressed challenges these largely Title 1 schools are facing, with little to moderate improvement shown over the course of several years. Selected literature over the past ten years was reviewed to gain insight into developments and discussions that have materialized around the notions of culturally relevant (curricular/pedagogical) leadership in schools. My component of this project was guided by the question: How is cultural diversity addressed in curriculum so as to be relevant to the success of traditionally marginalized students (students of color and/or those from communities of low socio economic status)? Insights from the literature reviewed suggest that Appreciative Inquiry as a more holistic approach to cultural relevancy creates greater opportunity for deliberate and intentional building of relationships of respect and responsibility, giving rise to social consciousness and not just improved test performance.
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Lesher, Teresa M. "Information literacy instruction for Kuwaiti students and the role of cultural relevance." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6804.

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This study identifies the components of an instructional programme for information literacy that is culturally relevant to Kuwaiti students. It discusses culturally relevant education, instruction for information literacy, the provision of library and information skills instruction in Kuwait, and its characteristics as an independent nation, and as a Gulf, Arab, Islamic, and developing country. The study further tests the effect of cultural relevance on instruction for information literacy for Kuwaiti students with an experiment of comparative instruction. The control group received Western-oriented instruction for information literacy and the experimental group received instruction that substituted Kuwaiti cultural referents for some of the Western-oriented referents. The aims of instruction for both groups were basic levels of proficiency as described in Information Literacy Standards for Student Learning, and the main vehicle of instruction was the Big SixTM information problem solving strategy. The only difference in instruction between groups were the images in the Big SixTM transparencies used for overhead projection, the examples used in class to discuss various information problems and the corresponding images that represented the examples. The study measured the information problem solving achievement of 126 fourth- and eighth grade students with a pre- post-test, the recall of the Big Six strategy with a post-test, and student attitudes with a questionnaire. The analyses revealed that, overall, there is a significant difference in the mean achievement scores in information problem solving and the recall of the Big Six strategy between students who received culturally relevant instruction and those who received instruction that was not culturally relevant. Examined separately, males' scores were significantly higher in the group that received culturally relevant instruction, while females responded equally well to both types of instruction. In addition, the study found a strong correlation between the attitudes of students in the control and experimental groups, and between males and females within groups.
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Britton, Garth Murray, and garth britton@netspeed com au. "On Reading Lines in Shifting Sands: making organisational culture relevant." The Australian National University. College of Business and Economics, 2007. http://thesis.anu.edu.au./public/adt-ANU20071105.161653.

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Despite the ubiquity of the term ‘organisational culture’ in both popular and scholarly management literature, it remains an ambiguous concept, whose practical application is recognised as being far from universally successful. Models which seem to be preferred by practitioners are often criticised as being static or mechanistic, while more dynamic scholarly approaches tend to discount the possibility of deliberately influencing organisations at the cultural level. This dissertation, instead of focussing on culture as some sort of objective or unchanging attribute of an organisation, treats it as a phenomenon emerging from social interaction and individual sense-making. It draws on, and extends, George Kelly’s Personal Construct Psychology to build a framework for understanding the production of meaning by individuals in their social context, and how this contributes to the establishment of the collective boundaries between which cultural effects are observed. This framework is applied to the case of a business school attached to a large university, which is first absorbed into its Commerce Faculty, and then dissolved into a new Department, as the overall university structure is modified. Grounded Theory methodology is used to develop an approach to the description of the cultural interaction and changes that occur, and to generate theory that goes some way to explaining how and why they do. The theory gives insight into how latent cultural distinctions become, or are made, salient and the different means by which divisions may be resolved or superseded, sometimes resulting in conflict. Implications are explored for the management of organisations undergoing change, particularly where this involves merging or restructuring organisational units, and for the training and development of managers who are to be involved in such activities. ¶ At a theoretical level, building on a constructivist and processual ontological base, the dissertation makes contributions to the understanding of behaviour in organisations and draws on pragmatic epistemologies such as those advanced by George Herbert Mead. It brings concepts from psychology, sociology and management disciplines to bear on the problem of cultural interaction, and suggests that integrating them in this way may enhance their value in this context. ¶ By focussing on culture as a phenomenon produced at the interface of collective constructions, the dissertation proposes that it be viewed as fundamentally dynamic once eloquently described as ‘multiple cross-cutting contexts’ – but, nevertheless, explains how it may be recognised more through its apparent intractability than its fluidity. Whilst rejecting managerialist approaches which would suggest that culture and, through it, people, can be manipulated at will to reliably produce desired effects, the dissertation suggests ways in which insight into cultural interactions might be generated for those who are participating in them, and options developed to influence these interactions that might otherwise not have been available. It therefore has potentially valuable implications for management practice.
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Smith, Peter B. "Towards studies of organizational behaviour with greater local relevance." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101027.

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Theories of organizational behaviour mostly originated in North America. In testing their applicability elsewhere, attention must be given to differences in local environments and in the values of local employees. Within Latin America, the prevalence of high collectivism and power distance are particularly important. Employees’ attachment to their organization has been shown to differ within collectivistic cultures. The argument is illustrated by two Latin American studies. Firstly, the ways in which managers handle work events within Mexico, Colombia, Brazil, Chile and Argentina are compared. Secondly, cross-national work problems of employees from these countries are surveyed. The results emphasize the need to take account of variability within the region, and the need to use measures that capture locally important issues.
Las teorías del comportamiento organizacional se han originado principalmente en América del Norte. Al probar su aplicabilidad en otras regiones culturales, debe prestarse atención a las diferencias en los ambientes y en los valores de los empleados locales. Dentro de Latinoamérica, la prevalencia de altos niveles de colectivismo y distancia al poder es particularmente importante. En ese sentido, se ha demostrado que el apego de los empleados hacia su organización difiere dentro de las culturas colectivistas. El argumento se ilustra por dos estudios latinoamericanos. En el primero, se compara la forma en que los gerentes manejan los eventos laborales dentro de México, Colombia, Brasil, Chile y Argentina. En el segundo, se examinan los problemas laborales transnacionales de los empleados de estos países. Los resultados enfatizan la necesidad de utilizar medidas que capturen aspectos localmente importantes.
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10

Lan, Yu-ling. "Exploring Taiwanese undergraduates' self-concepts : validity and cultural relevance /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7547.

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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.
Ph. D.
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12

Gaddis, Jason O'Neal. "Theological education in India balancing doctrinal soundness and cultural relevance /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Ayers-Arnone, Rachael Marie. "Culturally relevant teaching in the art classroom." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2816.

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As a practicing in-service teacher, I designed this qualitative study to explore of the use of culturally relevant curriculum in my junior high art classroom. I used participatory action research to complete this research over the span of two school years. This research allowed me to identify the elements necessary to teach a culturally relevant curriculum, such as teacher background, student-centered teaching and school support. This data is combined with stories of my experiences growing up and stories from the field. I detailed and analyzed community performance art, mask-making and installation art projects for effectiveness and student engagement. Focus groups were a major component of my data collection; I used this data to gain further information from students about their thoughts on what makes an engaging classroom and lesson. Through this study I found a high level of engagement by students. I matched my students engagement with a reciprocal level of emotional input. This study concludes with a call for more research of this kind to be completed by practicing teachers using action research in their classrooms.
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Grant, Peter J. "The tension between biblical purity and cultural relevance in seeker churches." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Hollister, Rachel. "Culturally relevant teaching in action." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hollister_RMIT2010.pdf.

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Duran, Angela. "Cultural Capital and Student Engagement| Examining the Differences Between Culturally Relevant Curriculum and Traditional Instruction in an Elementary School Setting." Thesis, University of Redlands, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139065.

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This dissertation begins using Pierre Bourdieu (1979b), Gloria Ladson-Billings (2009), and Jean Anyon (1980) as a theoretical framework to examine how culturally relevant curriculum influences student engagement. This qualitative study utilized narrative inquiry to examine the effect of culturally relevant curriculum and student engagement. Four research questions were used in interviews of students, parents, teachers, and administrators, and were as follows: To what extent does culturally relevant literature influence student engagement with academic material in fourth grade? What common themes related to culturally relevant curriculum emerge when observing and listening to authentic voices of parents and fourth graders? Based on research findings of this study, what curricular and instructional recommendations can be made related to the influence of culturally relevant curriculum on student engagement in fourth grade? Does culturally relevant literature engage students more than traditional curriculum in a fourth- grade classroom? Social and cultural capital is demonstrated through all three themes of school culture, curriculum, and instruction. Used as a tool to guide pedagogy, teachers and administrators were able to form trusting relationships allowing for more behavioral and affective student engagement. Using authentic voices from the 14 interviews, two themes emerged from school culture, including relationships and identity; three themes emerged from curriculum, including making connections, human resources, and physical resources; and three themes emerged from instruction, including communication, support, and interactive environments.

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Roe, Katherine L. "Cultural Relevance in an English Language Learners' Classroom: A Qualitative Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2877.

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Colleges and universities typically provide remedial reading coursework for English language learners (ELL) to develop academic reading proficiency. However, a disproportionate number of ELLs fail to exit remedial classes. Prior research has indicated cultural relevance can motivate and stimulate learning; however, the extent to which a culturally relevant classroom curriculum makes a difference in the ELL classroom experience has not been fully explored. This study describes the experience of cultural relevance in an academic reading ELL college class. Moll's funds of knowledge was used as the conceptual framework in a qualitative case study to examine how cultural strengths and knowledge can be embedded into instruction for enhanced learning. Data were collected from one teacher and 10 ELL student interviews, lesson observations, and the course syllabus with instructional materials. The results from an inductive analysis revealed four major themes: cultural relevance, student characteristics, reading English, and social learning, which aligned with the funds of knowledge framework. Further, it was found that a teacher's role can serve as the cultural bridge to enhance ELL's cognition. Recommendations for future research include a larger and more culturally diverse group of participants to (a) explore if a consistency occurred that was informed by cultural experience, and (b) investigate the experience of culturally relevant pedagogy for ELL students. Social change implications include culturally relevant pedagogical practices, a cost effective instructional model, and successful academic English acquisition for ELLs.
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Samuels, Jonathan. "Tamang clan culture and its relevance to the archaic culture of Tibet." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669727.

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Ohlinger, Nadine I. "They say this clinic is for migrants cultural sensitivity in a rural health center /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001110.

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Ward, Natalia A., A. Warren, and A. Rountree. "Whose Read-Aloud Is It?: Analyzing Model Unit Starter Texts for Cultural Relevance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3136.

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Gheeraert, Laurent. "Financial systems: essays on the cultural determinants and the relevance for economic development." Doctoral thesis, Universite Libre de Bruxelles, 2009. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210212.

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The thesis analyzes macro-economic determinants and roles of financial sector development.

The literature argues that the size and efficiency of both banking systems and financial markets - the two major components of a financial system - matter for economic development. In the same vein, the quality of financial institutions and regulations are instrumental in the construction of a strong financial system.

We study several aspects of financial sector development in relation to three recent phenomena, namely, the rise of Islamic banking and finance, the increasing interest for emerging stock markets, and the growing remittance flows.

This thesis is made up of three essays.

The first essay extends the literature on the determinants of financial sector development, from the angle of culture. We show that, on average, Islamic finance favors the development of the banking sector in Muslim countries. We provide evidence that several countries have indeed been successful in launching a new, Shariah-compliant, banking system, while not harming the existing, conventional, banking sector. Our empirical analysis uses a newly-constructed original database on the size and performance of Islamic deposit banks globally over the period 2000 to 2005.

The second essay focuses on stock markets, in particular, the less-studied emerging equity markets. We confirm traditional literature findings on unconditional stock returns, over a panel of 53 Major and Frontier markets. Mainly, volatility is high, big surprises happen, and return correlations with the rest of the world are low but have been rising over the last decades. In spite of large differences in market size and liquidity, Frontier market returns are qualitatively similar to Major markets', except correlations, which are lower in Frontier markets. At current correlation levels, the latter continue to bring substantial diversification benefits to international investors.

The last essay examines the relationship between remittances and economic growth. It confirms that remittances are important for developing countries as they stimulate domestic investment. It then demonstrates, theoretically and empirically, that improving the access to bank deposit accounts is crucial to channel remittances to more productive uses. This is even more true when the access to international borrowing is costly.

The 2008-2009 financial crisis has propelled the improvement of financial systems to the top of policymakers' agendas. Our work contributes to a better understanding of the importance of finance in economic outcomes. It also brings a novel perspective on the determinants of financial systems./

Notre thèse a pour objet l'étude des déterminants et des rôles macro-économiques des secteurs financiers dans le monde.

Selon la littérature scientifique, la taille et l'efficacité des systèmes bancaires et des marchés financiers - les deux composantes principales d'un système financier - sont importantes pour le développement économique. Il apparaît également que la qualité des institutions et des régulations financières contribuent à la création d'un système financier fort.

Au travers de trois essais, nous examinons plusieurs aspects du développement du secteur financier, qui sont en relation avec trois phénomènes récents; à savoir: la croissance de la finance islamique, l'intérêt grandissant pour les marchés boursiers émergents, et l'augmentation des flux de transferts de fonds des migrants.

Dans le premier essai, nous nous intéressons aux facteurs culturels comme déterminants des secteurs financiers et, en particulier, au rôle de la religion musulmane. Nous montrons que, en moyenne, la finance islamique favorise le développement du secteur bancaire dans les pays musulmans. Plusieurs pays ont en effet réussi à développer un nouveau secteur bancaire compatible avec la Shariah, sans porter ombrage au secteur bancaire non islamique avec lequel il co-existe. Notre analyse empirique est fondée sur une base de données nouvelle et originale. Celle-ci a pour intérêt de fournir des indicateurs de taille et de performance des banques islamiques de dépôt dans le monde, pour la période 2000-2005.

Dans le deuxième essai, nous explorons les rendements inconditionnels obtenus sur les marchés boursiers, en particulier les marchés émergents d'actions. Notre analyse d'un large panel de 53 marchés émergents "Majeurs" et "Frontières" confirme les résultats traditionnellement observés dans la littérature. Ainsi, pour l'essentiel, les deux types de marchés sont volatils et émaillés d'événements extrêmes. De plus, les rendements des marchés émergents sont faiblements corrélés avec ceux du reste du monde, même si ces corrélations ont augmenté au cours des derniers décennies. Malgré d'importantes différences en terme de taille et de liquidité, les rendements sur marchés "Frontières" sont qualitativement similaires à ceux des marchés "Majeurs", à l'exception des corrélations. Ces dernières sont en effet actuellement plus faibles dans les marchés "Frontières", qui continuent dès lors à offrir d'importants bénéfices de diversification aux investisseurs internationaux.

Dans le dernier essai, nous examinons la relation entre les transferts d'argent des migrants et la croissance économique. Nous confirmons l'idée que les transferts de fonds des migrants sont importants pour les pays en voie de développement. Mais surtout, nous démontrons, de manière théorique et empirique, qu'il est crucial de faciliter dans ces pays l'accès aux comptes de dépôt bancaires, afin de transformer une plus grande part des transferts des migrants en investissements productifs. Ceci est d'autant plus vrai quand l'accès aux autres sources de capitaux internationaux est coûteux.

En conclusion, la crise financière de 2008-2009 a fait de l'amélioration des systèmes financiers la priorité de nombreuses politiques économiques. Dans cette perspective, notre travail apporte une contribution à une compréhension plus fine de l'importance de la finance pour l'économie, ainsi qu'une vision novatrice des déterminants des systèmes financiers.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished

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Toppel, Kathryn Elizabeth. "The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1002.

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The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010). This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with students' funds of knowledge. This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.
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Shen, Pei Pei. "Communicating over cultural default through translation." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1943959.

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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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Wang, Lingyan Gilbert Juan E. "AADMLSS Practice a culturally relevant algebra tutor /." Auburn, Ala., 2009. http://hdl.handle.net/10415/2004.

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Bevin, Phillip. "The United States of Superman : an analysis of Superman and relevance." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/34538/.

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This thesis traces the seventy-five year development of the cultural icon Superman across media, from his initial appearance in Action Comics in 1938 through to the 2013 film Man of Steel. It unpicks received critical understandings of Superman by comparing secondary interpretations of his history and evolution to primary evidence provided by Superman stories themselves. In so doing, it identifies how Superman's meaning has evolved across the seven decades of his existence and reveals the role played by popular perceptions and critical interpretations in shaping his significance. In particular, I critique the concept of social and political Relevance which has, in the past four decades, established itself as a prominent model according to which popular narratives, including those featuring Superman, are evaluated. Comparing the claims made by scholars and historians to my own readings, I argue that the Relevance discourse has led critics and commentators to erroneously claim that Superman and the stories featuring him either serve as expressions of America's cultural development or are irrelevant fantasies that and bear little relation to Real Life concerns. I evaluate these perceptions in detail through my four main chapters. Chapter One analyses the assertion that Superman began as an exponent of Franklin D. Roosevelt's New Deal, and suggests that this reading has little basis in evidence from the early comics themselves. Consequently, I argue that the New Deal interpretation is likely a retrospective account that only partially engages with Superman's contemporaneous significances. Chapter Two interrogates the perception that, between his initial appearance and the end of the 1950s, Superman developed into a socially and politically conservative figure, and analyses this interpretation in relation to the concept of ideology. I propose that, while there is some evidence of conservative ideological intent in the character's stories, this accounts for only a small aspect of his broader meaning and appeal. Chapter Three investigates the commonly presumed contrast between comic book stories from Superman's supposedly fanciful"Silver Age" period of the 1950s and 1960s, and the more relevant narratives of the 1970s and 1980s. Here, I argue that texts from these supposedly distinct periods have more in common than historians and commentators acknowledge, leading me to propose that academic understandings of Relevance should be reworked to accommodate a range of different narrative types. In Chapter Four, I propose that current perceptions of Superman's significance commonly centre upon his status as an idealistic figure who transcends the contingencies, compromises, and imperfections that characterise Real life. I suggest that this perception stems from Richard Donner's attempt to mythologise the character in his 1978 film Superman: The Movie, and the re-emphasis that Donner's interpretation has received in subsequent iterations of the character. Finally, in my Conclusion, I discuss Man of Steel, a film that seeks to change audience perceptions of Superman and which has provoked controversy by challenging the idealistic representation of the character popularised by Superman: The Movie. Through this analysis, I consider the implications of this controversy for Superman's future, in particular for perceptions of his Relevance, as well as what the debate surrounding the film and Superman more generally reveals to us about the concept of Relevance itself.
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Medeiros, Ritalice Ribeiro de. "Subtitling as culture planning and representations of foreign lands." Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/86111.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-21T03:44:13Z (GMT). No. of bitstreams: 0
Várias pesquisas em legendagem são voltadas para determinados aspectos inerentes à atividade, tais como os aspectos mecânicos de sua produção e as limitações técnicas que aí operam. Sem desconsiderar a importância de tais aspectos, este trabalho propõe uma visão de legendagem como prática cultural, sempre inevitavelmente inserida em contextos interculturais mais amplos. Por meio de uma metodologia soft, esta tese investiga procedimentos de legendagem adotados na tradução para o inglês de termos culturais presentes nos diálogos dos filmes brasileiros Terra Estrangeira, Central do Brasil e Abril Despedaçado. Em um primeiro momento, a Teoria da Relevância fornece as ferramentas teóricas para se analisar possíveis suposições dos legendadores em relação às expectativas das audiências no que diz respeito à legendagem de termos culturais. Em seguida, outros conceitos teóricos advindos dos Estudos Culturais, bem como de outros campos correlatos, são utilizados como ferramentas para uma análise crítica dos procedimentos de legendagem previamente identificados na análise baseada na Teoria da Relevância. No contexto desta pesquisa, os legendadores são vistos como planejadores de cultura em potencial, à medida que interferem nas representações que as audiências têm de componentes culturais estrangeiros, por meio de, por exemplo, procedimentos abusivos de legendagem. Conseqüentemente, entende-se que os legendadores podem também interferir em relacionamentos interculturais de maior âmbito.
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Huang, Han-yin. "Place, community and sustainability : The role and relevance of local cultural workshops in Taiwan." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506717.

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Wissing, Jan Andries Benjamin. "Psychological well-being in cultural context : measurement, patterns and relevance for practice / J.A.B. Wissing." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1190.

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This study, presented in article format, contributed to the development of the science and practice of positive psychology / psychofortology, specifically in the South African multi-cultural context, through (i) a first phase exploration of the validity of several scales, mainly developed in a 'western' context, for applicability of measurement of facets of psychological well-being in the South African (multicultural) context (manuscript I), (ii) an exploration of patterns of psychological wellbeing and satisfaction with life in cultural context (manuscript 2), and (iii) a review of the state of the art of the applicability of knowledge (theory and experimental findings) from the domain of positive psychology, for use in practice to enhance the quality of life for people (manuscript 3). For purposes of this study "cultural context" referred to relatively individualist and relatively collectivist cultural orientations as manifested in shared patterns of behavioural readiness, assumptions, attitudes, beliefs, self-definitions, norms, values, historical background and language groupings. The aim of the first study I article was to do a first phase screening of psychometric properties of several scales measuring facets of psychological wellbeing in a South African context. Most of these scales were developed in a western context, and measure facets of cognitive, affective, conative, social, and spiritual psychological well-being. Data were gathered in two projects including 731 participants from different cultural contexts in the North West Province. The FORTproject (FORT = Clarifying the nature of psychological strengths; -=strength) included a convenience sample of 384 mainly white students and adults from the Potchefstroom area, and a convenience sample of 130 mainly black students from the Mafikeng area. The POWIRS-project (POWIRS = Profiles of Obese Women with the Insulin Resistance Syndrome) included 102 black and 1 15 white adult women. Reliability and validity of scales for use in a South African context were reported. Results indicated that the reliability and validity of scales varied from acceptable to totally unacceptable for use in specific subgroups. It was concluded that the most promising scales for use in all groups were the Affectometer 2 (AFM), the Fortitude Questionnaire (FORQ) (except the FORQ-S), the Cognitive Appraisal Questionnaire (CAQ), the Satisfaction with Life Scale (SWLS) the General Health Questionnaire (GHQ) (the latter measuring pathology), and to some extent the Sense of Coherence Scale (SOC). This second study I article explored the patterns of psychological well-being and satisfaction with life in relatively more individualist and relatively more collectivist cultural contexts in South Africa. Secondary factor analyses were conducted on data obtained in four cross-sectional studies, comprising 1,909 participants. Questionnaires varied in studies, and measured facets of affective, cognitive, physical, spiritual, interpersonal and social well-being. Similarities and differences in patterns of psychological well-being and satisfaction with life were found. Satisfaction with life clusters with intra-psychological well-being in relatively more individualist cultural groups, and with inter-personal factors in relatively more collectivist African groups. Implications for models of psychological well-being and interventions to enhance psychological well-being were indicated. The aim of the third study I article was to review and evaluate the practical applicability of scientific knowledge from the domain of positive psychology / psychofortology, with specific reference to assessment, interventions, lifespan development and application in various contexts. It was shown that knowledge in the scientific domain of positive psychology has great relevance for, and application possibilities on individual, community and public policy levels. Applications were found as far as evaluation (assessment) and interventions are concerned in various life contexts (such as education, psychotherapy, health promotion, work), and in various phases of life (from childhood through adolescence and adulthood to old age). Several specific, empirically validated, strategies for enhancement of facets of psychological well-being were highlighted. It was pointed out that an advantage of positive psychology is that it has the theory, research evidence, and techniques to bring benefit to many people on the total mental health continuum, and not only, but also, to the minority who have a problem or are at risk of developing problems. A main conclusion across the different studies reported in this thesis (articles 1-3), was that cultural contexts and variables certainly need to be taken into account in research and practice of positive psychology. Despite the major developments in the scientific domain of positive psychology / psychofortology, its theories and applications have mainly been developed and explored in a western context, and further research is necessary, specifically in the African context. Several recommendations for future research were made.
Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2007.
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Brown, Wade E. "Critical Hip-hop Graffiti Pedagogy in a Primary School." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3671998.

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Educational reform movements are constantly in the process of trying to improve a fractured educational system. Many scholars contend there is a discrepancy between educational outcomes for White students and students from diverse ethnic backgrounds. Some educators in working class communities of color have begun to infuse elements of students' social and cultural backgrounds, including popular culture, to create instructional methods that can better engage and pique student interest. Hip-hop Pedagogy is one of the methods, rooted in popular culture, which is being used in classroom settings to increase students' awareness about the societal constructs and issues in their communities that may affect them. Student access to Hip-hop based instructional methods, however, have been limited and virtually absent from elementary education settings. However the consumption of Hip-hop culture persists in urban communities worldwide. This qualitative study implemented a Hip-hop emergent-based curriculum in an elementary school setting, closely documenting the perceptions and responses to the curriculum by four young males students of color. The study consisted of five consecutive classroom sessions, in which the curriculum and dialogue focused on different expressions of Hip-hop culture. Student viewpoints were logged daily in focus groups and the data that emerged from the sessions and focus groups informed the emergent curriculum. Graffiti became the Hip-hop element of focus chosen for deeper exploration by the participants in this study. The study revealed a number of findings that point to the potential value of an emergent Hip-hop curriculum with elementary male students of color.

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Bean, Nelson M. "ADHD: Culture, Treatment Strategies and their Relevance to Preschool Children." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cmc_theses/16.

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In recent decades a growing number of individuals in preschool, middle childhood and adolescence have been diagnosed with ADHD. Accompanying increasing rates of diagnoses is an increase in the use of stimulant medication in preschool populations, a practice not approved by the Food and Drug Administration. This paper reviews the current literature pertaining the social and developmental consequences of ADHD, its effect on the child and family, treatment strategies with and without the use of stimulants, and cultural and diagnostic trends which may be contributing to the rising number of diagnoses. A review of the literature suggests that there is a dire need for further empirical research into the use of stimulant medications in preschoolers, and a number of cultural factors unique to the United States have contributed to increasing rates of ADHD diagnosis.
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Antonellis, Jessica Christel. ""Energy is...Life": Meaning Making Through Dialogue in a Tribal College Physics Course." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306133.

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This research is an exploration of students' meaning making around physical concepts through connections to students' funds of knowledge. This qualitative case study, influenced by Indigenous methodologies, focused on two Native students in a tribal college introductory physics course, exploring the personal, cultural, and philosophical connections that were voiced in dialogic interactions among the students and instructor. The data were collected through audio recordings of class sessions and reflective journaling by the instructor/researcher. Analysis identified dialogues in which meaning making took place, and the funds of knowledge that students brought to bear on these dialogues. The results of the analysis of these meaning-making occasions are presented by physical concept. For both students, the cultural connections they brought in were ways for them to incorporate their out-of-class identities and to consider their cultures from a scientific perspective. The influence of the students' personal connections was just as important as that of the cultural connections; the shared classroom context was also a valuable resource in the for collaborative meaning making. Both students both enjoyed examining the philosophical and spiritual implications of physical ideas; these dialogues provided windows into students' thinking that would not have been accessible in other ways. The students also made meanings about the nature of science that meshed with their identities and created a space for them to identify as scientists, and both came to view science as part of their cultural heritage. Allowing students free reign to make connections and empowering them to make decisions about their own learning were means of encouraging students to develop meaningful conceptual understanding. By investigating the meanings students made around physical content, we can learn about what motivates them, what is important to them, and potentially how to structure curricula that will better support their meaning making in other courses.
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Rae, Aparna. "Towards a culturally relevant pedagogy in art education." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12645.

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“The significance of relevant teachers to education lies in their belief that schools can be vehicles for social change, community building, and access to the mainstream; and that educators can take a leading role in promoting social justice”. Beauboeuf-Lafontant (1999, p. 702) The art classroom today is envisioned as a site for enabling social change by academics, pre-service teachers and a number of practicing teachers (Chalmers, 1996; Stuhr, 1994; Gude, 2007). As a subject in elementary and secondary schooling, art is one of the few areas that is excluded from provincial and federally mandated measures of accountability, such as standardized examinations. Theoretically, this allows an art teacher to mold his/her curriculum to address student need, enable social change and foster an atmosphere that allows for critical inquiry. Despite these perceived freedoms, many art programs are far from engendering ideas of equity (Staikidis, 2006). Art educators (Desai, 2002; Freedman, 2003) have argued that it is the teacher’s responsibility to make efforts for understanding between various (socio-cultural, economic, racial) groups in his/her classroom (Staikidis, 2006; Young, 2007). Through a series of interviews and classroom observations, this research attempts to understand ways in which secondary art teachers arrive at a stance of culturally relevant teaching. In particular, this research explores ways in which three secondary art teachers with parallel educational philosophies, and dissimilar teaching environments enact a curriculum and pedagogy with a stance on cultural relevancy. Consequently, factors contributing to culturally relevant and postcolonial pedagogies can be articulated and defined for future research. This study explores relationships that teachers negotiate with self, students, knowledge and communities to arrive at a curriculum and pedagogy. The relationships, while being interwoven and at times inseparable, represent epistemological and onto-logical foundations that remain grounded in ideas of hybridity, fluidity and self-reflexivity. Finally, this study opens a space for practitioners and researchers in the field of art education to consider the importance of inter/transdisciplinary research to move away from disciplinary limitations, and to develop modes of inquiry that are inclusive. In particular, this study aims to extend the postcolonial dialogue into art education.
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Rees, Sarah Kathleen. "One preservice teacher's development of culturally relevant teaching." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284154.

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Nationally, teacher preparation programs are calling for an increased level of diversity awareness, and therefore teacher preparation programs have answered with various courses and integrated attempts to prepare preservice teachers to work effectively with an increasingly diverse student population. Although there are certain agreed upon elements of successful teacher preparation for diverse settings, much is unknown about teaching across cultures. There is also a need to document the process of preparing teachers for cultural diversity. In this study, qualitative case study methodology was used to understand the experiences of one preservice teacher as she considered and enacted culturally relevant teaching. The study took place in culturally diverse middle school classrooms located in an urban area in the Southwest. The participant in the sample was a white, female, secondary language arts student enrolled in her final year of a post-baccalaureate teacher certification program. The participant was enrolled in a cohort program that places students in carefully selected classrooms for a year of observation and student teaching. Data were collected over a six-month period using academic work, interviews, collaborative conversations, teaching cases, reflective journals, and observations designed to help examine cultural issues in the classroom. Constant comparison and analytic induction were used to analyze data. Major emerging themes in the data include the areas of interaction, opportunity, accommodation, and ownership. These characteristics support the work of Ladson-Billings (1984) and Nieto (1999) in that they were identified and described as elements necessary for culturally responsive teaching. Also of interest were the "simplification strategies" the participant employed to enact her beliefs of culturally relevant teaching. Implications for teacher education can be found for initial teacher preparation program, teacher educators, and those interested in curriculum and pedagogy as this intensive study of an instructive case offers insights into challenges preservice teachers encounter in moving their philosophy into practice.
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Dodo, Seriki Vanessa. "Mapping the terrain of culturally relevant science classrooms." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301057983.

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Hubbard, Terrance Michael. "It’s about more than “just be consistent” or “out-tough them”: culturally responsive classroom management." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133283898.

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37

Spader, Karen Marie. "White Novice Teachers' Perceptions Regarding Their Preparation for Teaching Culturally Diverse Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/504.

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At a Midwestern university, White novice teachers struggled to be prepared to implement culturally responsive pedagogy. The purpose of this qualitative study was to explore White novice teachers' perceptions about how their higher education classroom experiences had equipped them for teaching a culturally diverse population of students. The theoretical/conceptual frameworks of this study were White identity development theory, a multicultural education framework, culturally relevant pedagogy, and the motivational framework for culturally responsive teaching. Data were collected by interviewing 8 White novice teachers to convey their perceptions of teaching culturally diverse classrooms and how these perceptions influenced their behaviors. Data were organized by organizational, substantive, and theoretical categories. The themes that emerged from the data were the need for additional cultural knowledge, the implementation of supportive measures, barriers to supporting cultural diversity in classrooms, and the importance of cultural interpersonal skills. This study may lead to positive social change for teacher educators, novice teachers, as well as school districts by developing their understanding of how to support White novice teachers with strategies for teaching culturally diverse students.
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Awad, Abdul Kareem. "The relevance of cultural context to the reading comprehension of advanced Arab learners of English." Thesis, Liverpool John Moores University, 2002. http://researchonline.ljmu.ac.uk/4979/.

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39

Carrera, Alessandro. "The philosophy of popular music : aesthetical categories and cultural relevance : a commentary on my publications." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/28415/.

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In the mid-1970s, my approach to popular music was shaped by aesthetical categories developed in the fields of Euroclassical music and continental philosophy. In fact, my interest in the avant-garde movements of the 20th century predated my involvement with popular music. In 1980, however, when I completed my philosophy thesis on Arnold Schönberg at the “Università degli Studi” in Milan, Italy, I had already been working for years in the field of rock, jazz, and folk music. Now that the borders between musical languages have become more porous, my double background in classical and popular music would not be unusual. In late-1970s Italy, it was. Yet in my mind, the two worlds co-existed and have co-existed since. From this dual commitment to the intellectual reasons of criticism and the raisons du coeur of passionate involvement with all genres of music, four themes have emerged in my scholarly production: Section A. The 1977-1982 sociological phase now revived thanks to the new edition of my first book and the volume on music and society in Italy I have edited in 2015. Section B. Articles written mostly in the 1980s and up to 2004, in which I combined post-romantic aesthetics, psychoanalysis, and hermeneutics in a parallel analysis of contemporary minimalism and the “music of the spheres” theme. Section C. Writings on Bob Dylan and American culture (1998 to now), in which I also found the way to expand on the “poetry and music” theme dating back to my Schönberg thesis. Section D. Articles on songwriters and songwriting in which I have combined different critical approaches such as historical survey, “portrait-of-an-artist,” and in-depth analysis of specific songs and of their cultural relevance. Conclusions. An excerpt from my current work on descriptive categories that I intend to apply to the study of popular music.
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Carter, Janet. "Mechanisms of neurofilament accumulation : relevance to Lewy body formation." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263811.

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41

Esan, Olajumoke Ibironke. "The relevance for sustainable development of the protection of intellectual property rights in traditional cultural expressions." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1579_1297941616.

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This research work addresses the problem being faced by developing countries in the commercial exploitation of their traditional cultural expressions (TCEs) by third parties without giving due attribution to nor sharing benefits with the communities from which these TCEs originate. This problem stems from the inability of customary law systems which regulates life in such communities to adequately cater for the protection of these TCEs. The legal systems of the developing countries have also proven to be ineffective in the protection of TCEs from such misappropriation and unauthorized commercial exploitation. This mini-thesis examines how TCEs have been protected domestically through national legislation and internationally through treaties and proposes means by which they can be protected in a manner that would preserve them, while promoting the dissemination of those which can be shared without destroying their inherent nature. This mini-thesis thus explores avenues through which the protection of TCEs would contribute to economic and human development in developing countries.

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42

Mat, Hassan Mohd Ezani. "Quality management in Malaysian organizations : the relevance of values to improvement process." Thesis, University of Newcastle Upon Tyne, 1996. http://hdl.handle.net/10443/605.

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This study examines the improvement effort and issues of Malaysian organizations. A total of nine organizations, involved in different types of business activities, became the sample cases of this study. There were two phases of fieldwork conducted in this study: A three month period (May - July 1993) trip to Malaysia was undertaken in order to allow the researcher to gain a close 'first hand' knowledge with regard to quality issues in Malaysian organizations. A series of interviews were conducted with quality and senior managers of the organizations involved in the study. 2. The second fieldwork trip also covered a three month period (December 1994 - February 1995). This trip focused on the administration of the questionnaire survey to members in organizations. Five organizations (UTEL, UTEN, OPET, OSEDC and SLUTH), with a total of 210 respondents, participated in this survey. Some interviews with senior officials of these organizations were also carried out during this period. The analysis of data obtained in this study was conducted in two stages: (i) an overall qualitative analysis of the quality and improvement issues in organizations, and (ii) an analysis of the survey data obtained in the above five organizations. The main findings of this study are as follows: In the Malaysian context, the nation's social and economic objectives seemed to exert significant influence over the emphasized aspects of improvement to organizations. Specifically, it was found that the organizations in this study were particularly concerned with the 'improvement' process which would reduce the imbalance of racial participation in economic activities. 2. A stress on values, especially those related to ethics and human relationship, was found to be instrumental in shaping the 'quality' culture of organizations. They include the values of honesty, responsibility, friendship, politeness, courage, love and helpfulness. 3. Quality and improvement issues in organizations are intricately complex. They evolve and are influenced by internal and external contextual factors.
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Jain, Sumeet. "From negotiation to accommodation : cultural relevance in the Asha Gram Mental Health Program, Barwani district, India." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78184.

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This thesis analyzes the degree of cultural relevance in the Asha Gram Mental Health Program in Barwani, India. The focus is on the role of community mental health workers as bridges between a professional culture of psychiatry and the local cultural understandings of mental health. Processes of cultural interaction are analyzed on a continuum from negotiation, defined as interaction without fundamental cultural change, to accommodation, defined as interaction with cultural change. Accommodation at the level of the vision of mental health disorders was limited while there was an active negotiation that resulted in some transformation of the social vision. Negotiation with communities at the level of relationships underpinned this transformation and contributed to a social accommodation with local forms of relationships. Although, professional and class power were important obstacles to achieving cultural relevance, the Program also demonstrates the necessity to subvert this power in order to create social change.
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Van, Zyl Colin James. "The role of tourism in the conservation of cultural heritage with particular relevance for South Africa." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1278.

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Yocom, Alisa Ashley. "The cultural relevance of diabetes supportive care for Aboriginal peoples offered through Ontario Diabetes Education Centres." Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1632.

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46

Whitehurst, N. (Nicholas). "When ideas cross frontiers:an exploration of the cultural relevance of United States based self-efficacy research." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201712013251.

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The benefits of high self-efficacy beliefs for student learning is something that is widely acknowledged and supported within educational circles. High self-efficacy beliefs are known to help students set challenging goals, maintain commitment to their goals and persevere in the face of adversity. Hence, having high self-efficacy beliefs is often seen as the preferred state of being for students, resulting in copious amounts of research into how educators can help foster high self-efficacy beliefs. Consequently, research by social psychologists such as Geert Hofstede and Gabriele Oettingen has addressed how cultural dimensions can impact personal self-efficacy beliefs, with Oettingen noting the benefit of certain cultural dimensions over those of others in regards to promoting self-efficacy. However, seemingly little attention has been paid to how the ways in which educators raise self-efficacy beliefs can impact cultures themselves. A critical review of Frank Pajares’ work on ways to raise self-efficacy beliefs was conducted to highlight the cultural dimensions being promoted via the self-efficacy model, before the work of Vanessa Andreotti and Lynn Souza was used to demonstrate how, in raising self-efficacy as suggested by Pajares, cultures can be undermined or harmed. Research was conducted to establish how culturally sensitive post 2010 self-efficacy focussed pedagogical research papers from the United States were towards ethnicity and gender. A secondary focus was also made to attempt to determine whether the analysed research demonstrated an awareness of self-efficacy’s ability to impact cultures via the use of the qualitative data. Data was collected through the use of a rating template and qualitative summaries for each paper. Results showed that, although recent research papers demonstrated a moderate awareness of the impacts of ethnicity and gender on their research, no papers explicitly addressed how implementing self-efficacy can impact cultures. Ultimately, research showed a need for increased attention to cultural issues in self-efficacy research, and a culture focussed re-evaluation of methods educators use to attempt to raise self-efficacy in students.
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Gilman, Deborah A. "Culturally relevant aboriginal child welfare, principles, practice, and policy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/NQ31984.pdf.

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48

Isaac-Johnson, Dianna. "Creating culturally relevant techonological operas in an urban school." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2007. http://etd.umsl.edu/r1841.

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Molefe, Jacob Kgabudi. "Challenging students through mathematics a culturally relevant problem solving /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1072722613.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 119 p. : ill. (some col.). Advisor: Patricia A. Brosnan, College of Education. Includes bibliographical references (p. 90-97).
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Winn, Takesha LaShun. "Culturally Relevant Recruitment and Hiring in an Urban District." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157582/.

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This qualitative case study examined the recruitment and hiring practices of an urban district. Participants in this study included five district-level, human resource staff members and six campus principals. Data collected and analyzed including audio recordings of semi-structured interviews of each participant and documents at the district and campus levels used during the recruitment and hiring processes. The findings suggested that there is evidence of the district's use of the fit theory and culturally relevant pedagogy, and there is potential value in uniting and using both theories to identify and hire culturally responsive teachers. Findings also suggested that some tenets of both theories overlap, and some were more evident and more valued in the district processes than others. Since urban schools tend to experience significant staffing challenges and require teachers who are more culturally responsive, this study has the potential to help district and campus leaders examine their current hiring practices and establish stronger connections to the fit theory and culturally relevant pedagogy tenets.
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