Literaturnachweis - Detailanzeige
| Autor/in | Flores, Rebecca Grace |
|---|---|
| Titel | Dialogue, Ideology and Convivencia: Dialogic Explorations of Cultural Humility When Co-Designing a Culturally Sustaining SEL Curriculum |
| Quelle | (2023), (229 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Colorado at Boulder |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-2925-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Social Emotional Learning; Culturally Relevant Education; Communities of Practice; Critical Race Theory; Ethnography; Secondary School Teachers; Feminism; Teacher Attitudes; Mexican Americans; Transformative Learning; Dialogs (Language); Faculty Development; Instructional Design |
| Abstract | This dissertation investigates secondary educators' participation in a community of practice to determine how educators' discourse reveals a discerning stance of cultural humility and an understanding of culturally sustaining pedagogy. Applying critical race theory and Chicana feminist framework to a qualitative auto-ethnographic study, the author explores how educators' beliefs and ideologies emerge when engaging in dialogic exploration around transformative social emotional learning (SEL) and culturally sustaining pedagogy. Findings in this study illustrate that educators employed various dialogic maneuvers when co-designing transformative SEL curriculum and experiencing moments of tensions. The author categorizes these dialogic maneuvers as tactics of whiteness and tactics of culturally sustaining pedagogy and examines how dialogic clashes in ideologies fracture a community of practice. Additional findings show that restorative practices and critical design principles supported the reparation of a community of practice and educators' development of "convivencia" (Jasis & Ordonez-Jasis, 2004; Villenas, 2005) and cultural humility. This study carries implications for teachers, teacher educators and educational researchers in their efforts to design critical professional learning experiences that support the development of culturally sustaining pedagogy and curriculum. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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