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Dissertations / Theses on the topic 'Ethnography and education'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Bird, Alison Gwendy. "Astrology in education : an ethnography." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435613.

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2

Farias, Lauren. "Ethnography: Journey to Teaching." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/122.

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This paper is an ethnography, meaning the study of a group of people more closely related to the customs and culture of the group of people. This was done as part of the coursework to receive a Masters in Education and a Preliminary Multiple Subject teaching credential in California. I began by looking at how the varying experiences throughout my life have shaped me into wanting to become a teacher. This is a place in the ethnography where I evaluate my own schooling and look at who impacted my life academically. Through looking at these people, I was able to see the kind of learning style I f

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3

Keith, Karin, and Renee Rice Moran. "Qualitative Ethnography." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1002.

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4

Alcantar, Seleni. "Learning Journey as an Educator Ethnography." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/145.

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What makes an effective teacher? This is the question I have tried to answer as I developed this ethnographic narrative. What is written here for you to read is an outline of what my experiences have been for the past two years, although it could have been my first year of teaching, but because I set back in the program, I will talk about both my first and second year of teaching. It traces back to the early expectations and hopes to more complex understandings of my students and myself. It has been 19 months since I started writing my ethnography, therefore you will notice my verb tense throu

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5

Burke, Penny Jane. "Accessing education : a feminist post/structuralist ethnography of widening educational participation." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10006638/.

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This thesis represents a small-scale ethnography of access education. Using methods of auto/biography, I study the field of access education through students' life stories, spoken narratives and diary entries, while writing myself and aspects of my own auto/biography into the research. My analytical approach is framed by feminist post/structural theories, drawing on analytical tools such as deconstruction and discourse analysis and conceptual tools including power, collaboration through praxis, reflexivity, subjectivity and experience. The thesis focuses on a group of students returning to lea

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6

Corroto, Carla. "Constructing architects : a critical ethnography." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240236778.

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7

Bibic, Sasa. "An Ethnographic Approach to Education: Learning Through Relationships." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/118.

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The purpose of the ethnographic narrative project was to understand ourselves and our students in a more in-depth manner. The ethnographic narrative project has allowed me to explore myself, my students, my classroom, the community I teach in, and the link each of these has to social justice. In order to best serve our students as educators, we must comprehend all of the funds of knowledge our students possess and utilize these facets to aid their learning. I have found that understanding my students cultural, social, academic assets is critical to fulfilling their needs both as students and i

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8

LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.

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9

Fisk, Paul. "Non-Traditional Bilingual Education: An Ethnography of Hillcrest Elementary." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/755.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Arts and Sciences<br>Liberal Studies

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10

Muzyka, Diann Milaves. "An ethnography of community college presidents from continuing education." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108145190.

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11

LaFleur, W. (William). "Education for sustainability: a sensory ethnography in biodynamic agriculture." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201906252630.

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Abstract. Since the inception of compulsory education in the Western world, learning in school has privileged our senses of sight, hearing and touch. The senses of smell and taste have been undeveloped or even neglected in formal education based on the assumption that they are not senses of knowledge (Classen, 1999). In the twenty-first century, environmentally injurious phenomena related to climate change and biodiversity loss have profound impacts on our total environments and our whole bodies—especially beyond what is perceptible by vision, hearing, video and text. This thesis uses sensory

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12

Coles, Rebecca. "What counts as education? : an ethnography of Broadway, Nottingham." Thesis, University of Nottingham, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.756112.

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What is education? What counts as education? How should we conceptualise education? These are the questions which arose during this ethnography of Broadway conducted between 2011 and 2012 and involving archival research, interviews and participant› observation. Broadway, Nottingham’s art-house multiplex cinema, opened in 1990 and is known for its exhibition of cult, art and international film, although it also shows a wide range of current releases. Broadway also houses a popular Cafe-bar, film-makers and other small creative industries and a dedicated Education Department. It is a place not o

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13

Muzyka, Diann. "An Ethnography of Community College Presidents From Continuing Education." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1108145190.

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14

Rodriguez, Janel. "Ethnography: Understanding the Whole Child." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/125.

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Three students were picked to be the focus students for this ethnography. The criteria used to pick the three focus students are: focus student one has to be an English language learner, focus student two student has to have an IEP or a 504 plan, and focus student three has to have had a significant life experience. Included in the ethnography are student works, analysis of assessments, and interviews with students and families. I used scholarly resources to support data, such as How to be an Effective Teacher by Harry K. Wong (2009). I discuss the effectiveness of my action plan by discussing

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15

Huang, Yi-Ping. "Understanding international graduate instructors a narrative critical ethnography /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315922.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.<br>Title from PDF t.p. (viewed on May 7, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585. Adviser: David Flinders.

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16

Felix-Corral, Maria Concepcion. "Women in scientific exile : an ethnography." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268277.

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17

Roudebush, Deborah May. "An ethnography of community leadership through community-based community education." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/425454.

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The purposes of the study were: 1) To describe important characteristics of an ongoing, viable "community-based" community education project, 2) to determine whether the critical-principles postulated at the beginning of the study would be illustrated by considering a community-based community education project in one community, and 3) to describe the leadership behaviors utilized in a successful community-based community education project, and 4) to generate hypotheses for future research studies in community education.The data were collected and analyzed using a modified version of Spradley'

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18

Aitken, Robyn L. "Internationalizing nursing education in Central Java, Indonesia : a postcolonial ethnography /." Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/3528.

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Rudibaugh, Lindsey Mica. "Helping the Way We Are Needed| Ethnography of an Appalachian Work College." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707735.

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<p> This doctoral research is an ethnographic study that describes the lived culture of Alice Lloyd College, a work college located in the Appalachian Mountains of Kentucky, and its efficacy in engaging Appalachian students in sustainability education in a college setting. Campus culture was found to be consistent with that of the broader Appalachian region, with three blue collar values emerging as core cultural indicators within the campus community. The three core values are work ethic, service, and self-reliance. Student participants reported low levels of cultural dissonance in transit

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20

Moran, Renee Rice, and Stacey J. Fisher. "Photo-ethnography: A Pathway to Understanding One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3597.

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21

Walsh, Shannon. "Ethnography-in-motion: neoliberalism and health in Durban's shack settlements." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86700.

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AIDS in the shack settlements of Durban, South Africa, takes on all kinds of forms. In this thesis I tell the stories of a mother facing her death from AIDS-related illnesses, an HIV-positive orphan left to die in the shacks, a group of young women documenting their lives on video, a social worker overwhelmed by the lack of resources to do her job, a student under fear of arrest, a volunteer home-based care giver knitting together the meaning of community resistance, and an emergent social movement full of contradictions, all who try in different ways to navigate their lives in the face of the

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22

Wyness, Lynne Diane. "Practices, encounters, and narratives : an ethnography of global school partnerships." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3604.

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This thesis makes a productive contribution to understanding the rapidly expanding and contested field of global school partnerships, by placing the rich narratives from a handful of school partnerships into the global education context of social, historical, political, and cultural processes. Principally, it tells the story of one partnership, between two primary schools in rural Devon and urban Tanzania, nested within a network of partnerships and governed by DfID’s Global School Partnership (GSP) programme. The cross-continental nature of the school partnerships called for a multi-sited, et

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23

Smith, Claire. "Creatively rehabilitating self-esteem after an acquired brain injury: An auto-ethnography of healing." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26774.

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This participatory auto-ethnography was conducted to explore the use of creative activities to enhance the self-esteem of individuals who have sustained an acquired brain injury (ABI). There were five participants in the study, including myself as the researcher/participant. Three questions were researched: how do ABI patients feel when they have completed a creative task, how does the way ABI patients feel when they complete their creative endeavors affect the way they feel about other aspects of their lives, and, how can ABI patients learn things about themselves by doing creative activities

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24

Ellis, Sandra Jane. "Perspectives of the autistic 'voice' : an ethnography examining informal education learning experiences." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/19619/.

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Using a qualitative theoretical stance of interpretivism, this study offers an opportunity for young autistic individuals to have a ‘voice’ and participate in a wholly reflective discussion about their informal education learning experiences. The study uses a constructivist framework to discuss various concepts including autism as a disability, the importance of recognising the heterogeneity of the autistic population, and the significance of informal education and physical activities to the lives of the participants; the aim being to create a positive learning experience where the diversity o

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25

Huber, Aubrey Anne. "HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/681.

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AN ABSTRACT OF THE DISSERTATION OF Aubrey A. Huber, for the Doctor of Philosophy degree in Speech Communication, presented on March 29, 2013 at Southern Illinois University Carbondale. TITLE: HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM MAJOR PROFESSOR: Dr. Nathan P. Stucky As a scholar studying critical communication pedagogy, I am interested in the ways help is produced in communication by future educators. I take Stewart's (1995) claim seriously that words are not merely representational, but instead produce reality. Working from this paradigm, I

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26

DeNardo, Kristin. "The Depths of Knowledge." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/133.

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This ethnography allows me to build relationships with my students and their families by looking beyond my own assumptions and biases. By looking at my schooling experience, teaching vision, students, classroom, and first year of teaching experience, I have been able to compare how my schooling influence my teaching visions. By using my teaching visions in my classroom, I can examine whether my visions were ideal, successful, or unsuccessful. Within the classroom, I was able to gain knowledge on three focus students. With these three focus students, I observed those students in the classroom a

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27

Rhee, Jeong-eun. "Globalization, education and identity : a critical auto-ethnography of traveling Korean (descendent) women in U.S. Higher Education /." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242751665.

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28

Dorsey, Sharon Rae. "An ethnography of a middle school language arts class /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825077835.

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29

Machi, Sato. "Unpacking faculty development in Japan : an ethnography of faculty development practitioners." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:ca091ed3-3d08-4dc4-8a0a-fb0a26b79613.

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This thesis provides an ethnographic account of the lived experiences of faculty development practitioners in Japan. Through participatory observation and ethnographic interviews, it seeks to understand the following research question: 'How do faculty development practitioners make sense of the concept of faculty development as a professional identity and a lived experience in Japan?' The Ministry of Education, Culture, Sports, Science and Technology, MEXT, introduced and recommended institutional ‘fakaruthī diberoppumento (faculty development)’ or ‘FD’ in 1999 and later mandated it in 2008. A

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Tao, Ran. "Using visual ethnography to address sexuality, HIV and AIDS, and Chinese youth." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66853.

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Worldwide, young people are the most vulnerable population to the HIV infection. In China, college students have been identified as the latest addition to the AIDS high-risk group due to their practices of unsafe heterosexual intercourse. Effective intervention work to protect these young college students needs to be based on a better understanding of the socio-cultural dimensions of the transmission of HIV/STIs (sexually transmitted infections) among them, and on an adequate conceptualization of youth sexuality in terms that go beyond the bio-medically-oriented and positivis

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England-Kennedy, Elizabeth. "Performing the label "LD": An ethnography of United States undergraduates with learning disabilities." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289803.

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This ethnographic project used participant-observation and Life History Interviews to gather data on U.S. undergraduate students with learning disabilities (LD), including dyslexia and attention deficit disorders (ADD). The project focuses on issues concerning the political economy, personal and collective agency, social labeling theory, and medicalization. I argue that performance theory must be integrated with social labeling theory in order to provide a full consideration of context and agency. Information on prevalence and demographics, and on historical context is provided. This includes

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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 Indige

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BROOKS, GARY. "VISUAL ETHNOGRAPHY OF EMERGING LEADERSHIP IN AN EDUCATIONAL LEADERSHIP TRAINING PROGRAM." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029410696.

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34

Anderson, Gary L. "A legitimation role for the school administrator : a critical ethnography of elementary school principals /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173785.

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35

Happel, Alison A. "Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/91.

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The institution of schooling is one of the most formative spaces in which young people learn about gender norms and expectations. Rather than being a biological given, gender identity is achieved through gender practices and gender achievements (Butler, 1990/1999; Nayak & Kehily, 2008). This study was a year-long ethnography during which I observed an all girls’ after-school club. The club included 15 girls who were in sixth, seventh, and eighth grade. The majority of the club’s participants were African American girls. This ethnography utilized participant observation and interviews. Club do

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36

Hauger, Karin Th. ""There Must Be Musical Joy:" An Ethnography of a Norwegian Music School." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30382.

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This study seeks to discuss issues and practices as found among three musicians, their classrooms, rehearsals and performances in a music school in Asker, Norway. The issues explored are more generally "Western" than specifically Norwegian. The main topic centers on emotional dimensions in musical contexts where people actively play musical instruments and/or sing. "Working" musical contexts are marked by participants who approximate each others' developmental levels and skills, physically, cognitively and emotionally. They are characterized by people who are able and willing to tap into mu

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37

Scott, David. "Coursework and coursework assessment in the GCSE : a multi-case ethnography." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/4046/.

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This thesis is an empirical examination of coursework and coursework assessment in the General Certificate of Secondary Education (GCSE). The research was conducted using the condensed fieldwork methods of multi-site case study, and fits broadly within the ethnographic research tradition. Case studies of the effects of coursework were made in six schools, across three different counties and two metropolitan districts. Examination texts, it is argued in the thesis, are open to interpretation and re-interpretation at different moments of use. Textual reading, moreover, is only part of the policy

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Sundberg, Molly. "Training for Model Citizenship : An Ethnography of Civic Education and State-Making in Rwanda." Doctoral thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-233331.

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This thesis addresses how government in Rwanda plays out in practice and how it affects lived experiences of state power and citizenship. Two decades after the genocide, Rwanda has come to be associated both with security, development, and stability, on the one hand, and with state repression and coercion, on the other. In 2007, a nationwide programme was launched to teach all Rwandans about the politically dominant vision of the model Rwandan citizen – an ideal that is today pursued through remote trainings camps, local village trainings, and everyday forms of government. The thesis is based

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Brown, Lorraine. "The adjustment journey of international postgraduate students at a university in England : an ethnography." Thesis, Bournemouth University, 2008. http://eprints.bournemouth.ac.uk/10305/.

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The aim of this study is to capture the adjustment journey of a group of international postgraduate students at a university in the South of England. An ethnographic approach was used, involving regular in-depth individual interviews with thirteen students of different nationalities and overt participant observation of the entire postgraduate cohort of 150 students. Research began on the first day of induction in September 2003 and ended in October 2004 upon completion and submission of the Masters dissertation. Students' experience of adjustment to academic and sociocultural life was therefor

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Guilfoyle, Karen. "Teaching Indian children: An ethnography of a first grade classroom." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184612.

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This is an ethnographic study conducted in a first grade classroom where the learning environment was structured by a teacher using a whole language philosophy. The focus of the study was on the instructional and social organization of the classroom and how they influenced the literacy learning of Yaqui Indian students. This classroom was selected because it was reputed as providing an effective learning environment. The study was developed to investigate the discontinuity and mismatch theory. This theory suggests that the interactional styles, ways of learning, and experiences of Indian child

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McEwen, Rosemary. "The paradox of the \"primitive\" : the rhetorics of development and ethnography discourse (a Guatemalan case) /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398528557108.

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Arney, Lance. "Resisting Criminalization through Moses House: An Engaged Ethnography." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4278.

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Neoliberal restructuring of the state has had destructive effects on families and children living in urban poverty, compelling them to adapt to the loss of social welfare and demolition of the public sphere by submitting to new forms of surveillance and disciplining of their individual behavior. A carceral-welfare state apparatus now confines and controls the bodies of expendable laborers in urban spaces, containing their threat to the neoliberal socioeconomic order through criminalization and workfare assistance, resulting in a new symbiosis of prison and ghetto. The resulting structures of p

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Burke, J. "Concordia Sixth Form College : A sociological case study based on history and ethnography." Thesis, University of Sussex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372711.

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McMaster, Christopher Todd. "Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10059.

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This qualitative study is concerned with the development of inclusive values and practices in an Aotearoa New Zealand school. It focuses on the experiences of staff and leadership in the development of inclusive culture within their school. Since the launch of Special Education 2000 in 1996, it has been the stated aspiration of the Ministry of Education to create a ‘world class inclusive education system’. This thesis is part of an effort to assist schools, in the Aotearoa New Zealand context, to get closer to the aspiration of inclusion. It is hoped that this research can contribute to the su

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Barbour, Andrew Robert. "An ethnography of students' extensive use of computers and digital technologies within further education classrooms." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/24472/.

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This thesis analyses how the extensive use of networked computers, which were the primary classroom learning resource for three Level 3 cohorts of Further Education students, impacted on how the students approached the academic elements of their coursework. Using an ethnographic methodology the students were followed as they progressed over one academic year, to identify how they engaged with their learning and used the technologies over this period. The study of students’ classroom academic and literacy practices when using the new digital technologies of computers and the Internet as resourc

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Fordham, Traci Ann. "Cultural capital and the making of 'blue blazer kids': An ethnography of a youth exchange program." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Graves, Heather Brodie. "The rhetoric of physics : an ethnography of the research and writing processes in a physics laboratory /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779914826881.

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Furuness, Shelly. "Becoming a teacher of hope a critical ethnography of occupational socialization during an age of teacher deskilling /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3338607.

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49

Hanekom, Pauline Wilna. "Finding an educational niche for our son with PDD : an auto-ethnography." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71600.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>Includes bibiliography<br>ENGLISH ABSTRACT: At birth every human being is at the starting point of many different journeys: journeys of discovery and change, and journeys of mental and physical growth. Most children follow a similar path of physical and mental growth to adulthood, achieving predetermined milestones at approximately the same age. But what happens to a child who cannot follow this path, a child born without a map? How do the diagnosis and subsequent educational journey of the child affect the parents of that child, parents

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Miller, Leah. "Observations from the School Campaign Trail: An Ethnography of One District's Levy Committee." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405691517.

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