Using Arts-Facilitated Reflection to Elicit Meaning-Making Explorations from Adult and Higher Education Master's-Level Students on Topics Related to Diversity, Social Justice and Inclusion

Autor/in	Franklin, Amy S.
Titel	Using Arts-Facilitated Reflection to Elicit Meaning-Making Explorations from Adult and Higher Education Master's-Level Students on Topics Related to Diversity, Social Justice and Inclusion
Quelle	(2018), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-3301-6
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Masters Programs; Reflection; Art Activities; Cultural Differences; Social Justice; Inclusion; Experience; Student Personnel Services; Professional Identity; Expertise; Professional Development; Adult Education; Higher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Künstlerische Tätigkeit; Kultureller Unterschied; Soziale Gerechtigkeit; Inklusion; Erfahrung; Expert appraisal; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The purpose of the study was to investigate how student affairs graduate students make meaning of their prior significant experiences or professional development activities related to diversity, social justice, and inclusion (DSJI). The study examined how participants describe a significant experience related to DSJI; how participants believe that these experiences regarding DSJI influence their work as student affairs educators; how participants describe an emerging professional identity as an inclusive practitioner because of these experiences; and how participants describe the influence of arts-based research practices on their reflection about topics related to DSJI. Findings included participants' understandings of DSJI; that diversity-related learning occurs both formally and informally; that participants are becoming inclusive and socially just practitioners by developing an emerging professional identity, developing an emerging expertise, and developing an emerging framework of professional practice that supports DSJI; that diversity-related learning changed their lives; and that arts-based activity facilitated reflection. Recommendations from the study include: (a) enhance opportunities for applying diversity-related learning, (b) encourage meaning-making dialogue, and (c) experiment with arts-based reflective activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01