Jardin De Anjelita: Utilizing Arts-Based Methods to Inform Interculturalization in the Third Space

Autor/in	Bucher, Amanda Jeanne
Titel	Jardin De Anjelita: Utilizing Arts-Based Methods to Inform Interculturalization in the Third Space
Quelle	(2023), (228 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Northern Colorado
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1600-0
Schlagwörter	Hochschulschrift; Dissertation; Multicultural Education; Elementary Secondary Education; Public Schools; Postcolonialism; Culturally Relevant Education; Integrated Curriculum + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Multikulturelle Erziehung; Public school; Öffentliche Schule; Post colonialism; Postkolonialismus
Abstract	The purpose of this study was to clarify characteristics of the intercultural classroom across three K-12 public-school sites. The relationship between intracultural conscientizacao and intercultural curriculum among multiracial educators was of particular interest to this study. Auto criticism methodology that housed arts-based methods was utilized in order to address the theoretical tension between multicultural absorption and post-colonial discourse of hybridity as it manifests in curriculum and ensuing classroom interaction operating as the third space. In this arts-based auto criticism, I explored the relationship between intracultural conscientizacao among four multiracial educators having one white parent and one parent of color and an induced intercultural curriculum. This unique participant group personifies the complexity of Homi Bhabha's racial and cultural third space. Through incorporation of cultural collaging, collaborative graffiti mapping, and ancestor dialogue, I regarded artistic forms of story sharing to reimagine contexts and relationships across time and space. In addition, I considered the implications of studying both educator intracultural conscientizacao and curricular interculturalization for K-12 spaces in a more general sense. Findings from this study clarified authentic proximity, sounds of joy, and spatial and racial collage as fundamental features of the intercultural classroom. Further, findings illustrated the emergence of conscientizacao along with the utility of transgenerational insights as they specifically relate to the field of education. To conclude, I articulated thematic depictions of both absorption and resistance in tandem with functions and forms of language, belonging, and shame. Implications of this work could influence the threads that weave "professional development," conceptions of culturally responsive education, multiracial support and affinity, and curricular integration of cross-pollinated language experiences. [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	2024/1/01