Dissertations / Theses on the topic 'Multicultural philosophy'
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Bennett, Fred. "Multicultural citizenship or citizenship in a multicultural polity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66122.pdf.
Full textFletcher, Callum Dowie. "Individual autonomy in the multicultural debate." Thesis, University of Canterbury. Philosophy and Religious Studies, 2007. http://hdl.handle.net/10092/1014.
Full textKuyurtar, Erol. "Multicultural citizenship in a liberal society." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:7020.
Full textMidden, Eva. "Feminism in multicultural societies : an analysis of Dutch multicultural and postsecular developments and their implications for feminist debates." Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/1442/.
Full textMetro-Roland, Dini. "Culture, dialogue, & multicultural education a philosophical hermeneutic approach /." [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:3324526.
Full textTitle from home page (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3086. Advisers: Jesse Goodman; Luise McCarty.
Muhamad, Mohd Mokhtar. "Understanding the spirituality of human relationships in Buber and Rumi| An application to multicultural education in Malaysia." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10148324.
Full textMost studies on relationships in education are not about human relationships in itself, but about what teachers or students perceived to be a good teacher-students relationship or the outcome of a good teacher-students relationship. This dissertation, however, attempts to unfold the complex and implicit elements of human relationships and investigate how it can be practiced in teacher-student relationships in current educational settings. For this purpose, this dissertation explores two figures who had significantly contributed to the knowledge of human relationships—Martin Buber and Jalaluddin Rumi. The aim of this study is to explore how an understanding of human relationships from a spiritual perspective can improve teacher-student relationships in educational settings and help students to learn to perceive any relationship with another person not only as multicultural relationships but also as relationships between human beings. There are three principles of spirituality in human relationships derived from the teachings of Buber and Rumi. First, the human reason cannot be the foundation of the relationships between human beings because of certain limitations. Second, there is a state of a unified-self where qualities including ones that are paradoxical to each other can be reconciled and hold together within the unified self. Third, the relationship between a human being and the world is a microcosm-macrocosm relationship. Spiritual relationship is a relationship of microcosm1-macrocosm-microcosm2 where two individuals are sharing the same macrocosm. In educational settings, teachers play an important role in establishing spiritual relationships with students. Spirituality is not something that the human reason can observe and assess. What teachers can do is to make sure that the spiritual barriers are removed and turn towards the students as a whole person. Such a relationship between teachers and students of different race and religion can possibly establish a harmonious multicultural society in Malaysia.
Vogelgesang, Anna Ruye. "An Investigation of Philosophy and Practice: Inclusion of World Musics in General Music Classes." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1554376600823459.
Full textMitchell, Shamika Ann. "The Multicultural Megalopolis: African-American Subjectivity and Identity in Contemporary Harlem Fiction." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/167490.
Full textPh.D.
The central aim of this study is to explore what I term urban ethnic subjectivity, that is, the subjectivity of ethnic urbanites. Of all the ethnic groups in the United States, the majority of African Americans had their origins in the rural countryside, but they later migrated to cities. Although urban living had its advantages, it was soon realized that it did not resolve the matters of institutional racism, discrimination and poverty. As a result, the subjectivity of urban African Americans is uniquely influenced by their cosmopolitan identities. New York City's ethnic community of Harlem continues to function as the geographic center of African-American urban culture. This study examines how six post-World War II novels --Sapphire's PUSH, Julian Mayfield's The Hit, Brian Keith Jackson's The Queen of Harlem, Charles Wright's The Wig, Toni Morrison's Jazz and Louise Meriwether's Daddy Was a Number Runner-- address the issues of race, identity, individuality and community within Harlem and the megalopolis of New York City. Further, this study investigates concepts of urbanism, blackness, ethnicity and subjectivity as they relate to the characters' identities and self-perceptions. This study is original in its attempt to ascertain the connections between megalopolitan urbanism, ethnicity, subjectivity and African-American fiction.
Temple University--Theses
Rossouw, Theresa Marie. "Identity, personhood and power : a critical analysis of the principle of respect for autonomy and the idea of informed consent, and their implementation in an androgynous and multicultural society." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19906.
Full textENGLISH ABSTRACT: Autonomy and informed consent are two interrelated concepts given much prominence in contemporary biomedical discourse. The word autonomy, from the Greek autos (self) and nomos (rule), originally referred to the self-governance of independent Hellenic states, but was extended to individuals during the time of the Enlightenment, most notably through the work of Immanuel Kant and John Stuart Mill. In healthcare, the autonomy model is grounded in the idea of the dignity of persons and the claim people have on each other to privacy, self-direction, the establishment of their own values and life plans based on information and reasoning, and the freedom to act on the results of their contemplation. Autonomy thus finds expression in the ethical and legal requirement of informed consent. Feminists and multiculturalists have however argued that since autonomy rests on the Enlightenment ideals of rationality, objectivity and independence, unconstrained by emotional and spiritual qualities, it serves to isolate the individual and thus fails to rectify the dehumanisation and depersonalisation of modern scientific medical practice. It only serves to exacerbate the problematic power-differential between doctor and patient. Medicine is a unique profession since it operates in a space where religion, morality, metaphysics, science and culture come together. It is a privileged space because health care providers assume responsibility for the care of their patients outside the usual moral space defined by equality and autonomy. Patients necessarily relinquish some of their autonomy and power to experts and autonomy thus cannot account for the moral calling that epitomizes and defines medicine. Recognition of the dependence of patients need not be viewed negatively as a lack of autonomy or incompetence, but could rather reinforce the understanding of our shared human vulnerability and that we are all ultimately patients. There is however no need to abandon the concept of autonomy altogether. A world without autonomy is unconceivable. When we recognise how the concept functions in the modern world as a social construct, we can harness its positive properties to create a new form of identity. We can utilise the possibility of self-stylization embedded in autonomy to fashion ourselves into responsible moral agents that are responsive not only to ourselves, but also to others, whether in our own species or in that of another. Responsible agency depends on mature deliberators that are mindful of the necessary diversity of the moral life and the complex nature of the moral subject. I thus argue that the development of modern individualism should not be rejected altogether, since we cannot return to some pre-modern sense of community, or transcend it altogether in some postmodern deconstruction of the self. We also do not need to search for a different word to supplant the concept of autonomy in moral life. What we rather need is a different attitude of being in the world; an attitude that strives for holism, not only of the self, but also of the moral community. We can only be whole if we acknowledge and embrace our interdependence as social and moral beings, as Homo moralis.
AFRIKAANSE OPSOMMING: Outonomie en ingeligte toestemming is twee nou verwante konsepte wat beide prominensie in moderne bioetiese diskoers verwerf het. Die woord outonomie, van die Grieks autos (self) en nomos (reël), het oorspronklik verwys na die selfbestuur van onafhanklike Griekse state, maar is in die tyd van die Verligting uitgebrei om ook na individue te verwys, grotendeels deur die werk van Immanuel Kant en John Stuart Mill. In medisyne is die outonomie model gegrond op die idee van die waardigheid van die persoon en die beroep wat mense op mekaar het tot privaatheid, selfbepaling, die daarstelling van hulle eie waardesisteem en lewensplan, gebasseer op inligting en redenasie, en die vryheid om op die uitkoms van sulke redenasie te reageer. Outonomie word dus vergestalt in die etiese en wetlike bepaling van ingeligte toestemming. Feministe en multikulturele denkers beweer egter dat, siende outonomie gebasseer is op die Verligting ideale van rasionaliteit, objektiwiteit en onafhanklikheid, sonder die nodige begrensing deur emosionele en spirituele kwaliteite, dit die individu noodsaaklik isoleer en dus nie die dehumanisering en depersonalisering van moderne wetenskaplike mediese praktyk teenwerk nie. As sulks, vererger dit dus die problematiese magsverskil tussen die dokter en pasiënt. Die beroep van medisyne is ‘n unieke professie aangesien dit werksaam is in die sfeer waar geloof, moraliteit, metafisika, wetenskap en kultuur bymekaar kom. Dit is ‘n bevoorregde spasie aangesien gesondheidswerkers verantwoordelikheid vir die sorg van hulle pasiënte aanvaar buite die gewone morele spasie wat deur gelykheid en outonomie gedefinieer word. Pasiënte moet noodgedwonge van hulle outonomie en mag aan deskundiges afstaan en outonomie kan dus nie genoegsaam die morele roeping wat medisyne saamvat en definieer, vasvang nie. Bewustheid van die afhanklikheid van pasiënte hoef egter nie in ‘n negatiewe lig, as gebrek aan outonomie of onbevoegtheid, beskou te word nie, maar moet eerder die begrip van ons gedeelde menslike kwesbaarheid en die wete dat ons almal uiteindelik pasiënte is, versterk. Dit is verder nie nodig om die konsep van outonomie heeltemal te verwerp nie. ‘n Wêreld sonder outonomie is ondenkbaar. Wanneer ons bewus word van hoe die konsep in die moderne wêreld as ‘n sosiale konstruk funksioneer, kan ons die positiewe aspekte daarvan inspan om ‘n nuwe identiteit te bewerkstellig. Ons kan die moontlikheid van self-stilering, ingesluit in outonomie, gebruik om onsself in verantwoordelike morele agente te omskep sodat ons nie slegs teenoor onsself verantwoordelik is nie, maar ook teenoor ander, hetsy in ons eie spesie of in ‘n ander. Verantwoordelike agentskap is afhanklik van volwasse denkers wat gedagtig is aan die noodsaaklike diversiteit van die morele lewe en die komplekse aard van die morele subjek. Ek voer dus aan dat die ontwikkeling van moderne individualisme nie volstrek verwerp moet word nie, siende dat ons nie na ‘n tipe premoderne vorm van gemeenskap kan terugkeer, of dit oortref deur ‘n postmoderne dekonstruksie van die self nie. Ons het verder ook nie ‘n nuwe woord nodig om die konsep van outonomie in die morele lewe mee te vervang nie. Ons het eerder ‘n ander instelling van ons menswees in die wêreld nodig; ‘n instelling wat streef na volkomendheid, nie net van onsself nie, maar ook van die morele gemeenskap. Ons kan slegs volkome wees wanneer ons ons interafhanklikheid as sosiale en morele entiteite, as Homo moralis, erken en aangryp.
Anosike, Philemon O. Sr. "Praxialism: A Philosophical Foundation of Multicultural Education in a Democratic Society." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365124962.
Full textEggen, Sigrid Anna. "Children's Welfare in Multicultural Societies : A Case study of the Norwegian Rom people's Resistance towards Education." Thesis, Linköping University, Centre for Applied Ethics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7843.
Full textThe Norwegian Rom community (Gypsies) leads a life outside large society. Most of the members are illiterate and poor and they are dependent on social security. Moreover, the Rom children are not going to school because education is not a part of the Rom culture. This situation raises various ethical dilemmas regarding cultural rights and obligations. In this thesis the author asks which of the conflicting rights should weigh most: The parent’s right to bring up their children in accordance with their own culture and beliefs, or the child’s right to education? The author’s argument is structured around two main problem areas. First, what is it with education that is good for all people? The short answer to this question is that education is important for functioning in society. Knowledge provides for a wider range of opportunities, and how to use this knowledge is up to each person. The other problem area is the limits of cultural toleration in liberal societies. Here, the author argues that although the right to culture is important, liberalism cannot accommodate illiberal practices. Childrearing that restricts the child’s access to the world outside its original community is one example of intolerable practices. In order to get the Rom children in to school, dialogue is the preferable way to go. However, if the establishment of dialogue is impossible because of fundamentalist or non-dialogical attitudes, an alternative argument is provided: Discursive paternalism is a compulsion to argue on contested norms. This compulsion reconciles individual freedom (autonomy) and paternalism, and can therefore be justified by liberals. Main references are Will Kymlicka, Martha Nussbaum, Chandran Kukathas, Adeno Addis and May Thorseth.
Iler, Sarah M. "The History of “Multicultural” in the United States During the Twentieth Century." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482068203633072.
Full textShepard, Brandi A. "Using Dramatic Literature to Teach Multicultural Character Education." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311813861.
Full textMarken, James A. "Activity theory as a lens for considering culture a descriptive case study of a multinational company developing and supporting training around the world /." [Bloomington, Ind.] : Indiana University, 2006. 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:3223039.
Full text"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2125. Adviser: Thomas M. Schwen.
Zabarjadi, Sar Hora. "Ethical education for a multicultural society: A sociological study of the potential of purpose-written curricular resource materials." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/92511/1/Hora_Zabarjadi_Sar_Thesis-1.pdf.
Full textConroy, Jessica Helene. "School Counselors' Perceived Multicultural Competence, Adherence to the ASCA National Model, and Students' Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1338.
Full textHUNTER, Andrew, and a. hunter@ecu edu au. "Philosophical Justification and the Legal Accommodation of Indigenous Ritual Objects; an Australian Study." Edith Cowan University. Community Services, Education And Social Sciences: School Of International, Cultural And Community Studies, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0029.html.
Full textKepa, Tangiwai Mere Appleton. "Language matters: The politics of teaching immigrant adolescents school English (New Zealand)." Thesis, University of Auckland, 2002. http://wwwlib.umi.com/dissertations/fullcit/3046046.
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Peng, Ping-chuan. "New immigrant children's complicated becomings a multi-sited ethnography in a Taiwanese diasporic space /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181924608.
Full textColella, Lauren. "On the Edge of the Border: Prejudice Reduction Through Parasocial and Face-to-Face Intergroup Contact." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1246.
Full textHunter, Andrew G. "Philosophical justification and the legal accommodation of Indigenous ritual objects; an Australian study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/71.
Full textSilverman, Sarah Kozel. "ON RESPONSIBILITY: TEACHERS’ CONCEPTIONS OF PROMOTING SOCIAL JUSTICE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245300262.
Full textLandauer, Christopher N. "Social Justice and its Role in Pre-service Teacher Education." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554886661644444.
Full textWilliams, Patricia Linn. "A Paut Neteru Journey| An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845822.
Full textA Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach by Patricia Linn Williams This dissertation seeks to examine the obstacles and experiences of a Black female charter school leader using an Africentric approach to educating Black children, and ways in which social and material inequalities may have shaped her journey. A conceptual framework that blends African-centered pedagogy, African womanism, and transformational leadership is used to guide this qualitative autoethnographic study. Use of the autoethnographic method provides an opportunity to examine the relational dynamics of the experiences of this Black female charter school leader in the cultural context of the Black community and neoliberal education. Data analysis is captured from autobiographical storytelling within three key time periods or epochs of her 17-year experience starting, operating, and closing a charter school. Data analysis includes coding based on themes that emerged from the data collection process. Findings indicate how attempts to implement an African-centered approach to educating Black children in a DC charter school in the U.S. Eurocentric education model in the neoliberal era was compromised by neoliberal policies, particularly high-stakes testing, a history of separate and unequal education, the lack of support for African-centered education, and the lack of access to facilities. These findings also support the need to continue to examine how non-European children can be educated, not just schooled, in a manner that places them at the center of their learning, builds agency, and develops them into creative and critical thinkers and future builders.
Benker, Genelle Nicole. "Beyond Dissociation and Appropriation: Evaluating the Politics of U.S. Psychology Via Hermeneutic Interpretation of Culturally Embedded Presentations of Yoga." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1584465676302857.
Full textSandberg, Dina. "Världsreligionsundervisning i mångkulturella och homogena klasser i årskurs 1–3 : En kvantitativ enkätstudie om skillnader i undervisning i tre världsreligioner mellan olika elevgrupper baserat på ramfaktorteorin." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78490.
Full textPurpose – This study examines how active teachers in grades 1-3 teach religious studies about world religions, Christianity, Islam and Judaism, in multicultural and homogeneous classes in Swedish schools. The purpose of the study is to examine whether there are differences in teaching between the two different groups of students, as well as the factors influencing choice of teaching content. From a teacher's perspective, this study will also increase insight into how teachers are affected and thereby designing their world religious teaching based on different student compositions. Method and theory– The survey was conducted using an online survey that includes 26 questions with varying response options. The survey consists of two parts: background questions; and questions about religious education and was answered by 103 respondents. The collected empirics is analyzed based on the framework factor theory. Results – The main results show that the difference between multicultural and homogeneous groups of pupils is insignificant. However, there was a difference in how much attention the religious holidays were given in the different religions between the student groups. The curriculum is considered to be the factor that governs religious education to the highest degree as the results show that teachers start from it when planning their teaching. Finally, the results are discussed in relation to the previous research and framework factor theory.
McNally, Christopher John. "Contextualizing Social Justice in Counseling Psychology: Self-Reported Attitudes and Behaviors as Reflections of Training and Professional Identity." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1469766263.
Full textPokross, Amy Elizabeth. "The American Community College's Obligation to Democracy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5129/.
Full textStenholm, Eva. "Att mötas och förstå : Varför är det svårt?" Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-36259.
Full textI min vetenskapliga essä lägger jag fokus på föräldraarbetet i förskolan och de eventuella svårigheter som uppstår där. Empirin bygger på två möten med föräldrar, som båda handlar om att vi inte förstår varandra. Mötena kopplas till litteratur och med dess hjälp undersöker jag begreppet reflektion. Hur reflekterar jag och vad reflekterar jag över? Jag synar den praktiska kunskapen i mitt arbete och försöker förstå hur stor roll det spelar att jag arbetar i en mångkulturell miljö. Jag försöker se möjligheter i föräldrasamarbetet på förskolan. Med essäns hjälp vill jag förstå varför det kan vara svårt att skapa tillitsfulla relationer med föräldrar, vilka i sin tur gör att barnen på förskolan blir trygga. Jag är också intresserad av att ta reda på om förskolan, i den mångkulturella miljön, genomsyras av det interkulturella synsätt stadens förskoleplan föreskriver och vad detta i så fall kan innebära för mitt arbete. Slutdiskussionen visar att jag inte är tillfullo nöjd med i vilken utsträckning vi i förskolan diskuterar föräldrasamarbetets svårigheter och möjligheter.
Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.
Full textSharma, Manisha. "Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in a Postcolonial Globalization Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339617524.
Full textAlexander, Rasheedah. "Exploring the Impact of the Economic Decline on the Literacy of Middle-Class Families in Three Regions of the United States." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1367335162.
Full textOzar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.
Full textSaxen, Colleen Q. "A Participatory Action Research Study with One Emancipatory School Garden." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607604443577643.
Full textTakeuchi, Mito. "A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371593.
Full textGeissler, Vanessa. "Black and White Multiracial Adult Women’s Experience of Their Physical Appearance: A Qualitative Descriptive Phenomenological Analysis." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1478478598718205.
Full textAffolter, Emily Alicia. "Examining the Influence of the Fulbright-Hays Mexico and Colombia Seminar on Educators' Philosophic and Pedagogic Orientations to Multicultural Education." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538854.
Full textTrends throughout my graduate research in education include educational transformation, critical pedagogy and cross-cultural, globally oriented competencies for educators. These threads have woven their way into my lens on the world, prompting questions about educational and curricular policy and reform, particularly challenging the ubiquitous Euro-centric platform from which most schools in the United States operate. In June and July of 2012, sponsored by the United States-Colombian Fulbright commission, 16 educators had the professional development opportunity to study in Mexico and Colombia, all with the charge to develop authentic multicultural curricula for the benefit of students and teachers in the United States. Through documentation of the Fulbright-Hays 2012 participants' reflections, the study addresses the scope of the Seminar's transformative impact on teachers and subsequently students, supporting its relevancy as a government social-service program. The study examines the larger impact of the Fulbright-Hays Seminar on educators' pedagogical and philosophic orientations to their work in the classroom. This research may be utilized internally by the Fulbright-Hays commission for evidence of transformational experiences starting with seminar participants and, ideally, filtering down to students of diverse demographics. The development of culturally representative and responsive curricula is a pressing area of need in the United States, both in public and private spheres. Work in this field could contribute to social change and equity-driven reform within the educational sphere: pedagogically, methodologically, and philosophically. The study analyzes the development of teachers with increased cultural competencies, understanding of cultures outside their own culture (and yet often represented in their classrooms), therefore being poised to create more inclusive, anti-biased atmospheres for their students.
Crist, Angela R. "South African Ubuntu Theory in Cross Cultural Community Development Practice: An Autoethnographic Exploration." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244121998.
Full textAppleman, Michael J. "Emerging Adulthood: The Pursuit of Higher Education." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1429111444.
Full textFabro, Dakota. "From Self-Doubt To Inner Peace: An Ethnographic Narrative." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/116.
Full textLynn, Laura. "Dialogue as performance. Performance as dialogue." [Yellow Springs, Ohio] : Antioch University, 2008. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1225369866.
Full textTitle from PDF t.p. (viewed March 25, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 250-260).
Solbrig, Jacob H., and Jacob Hagen Solbrig. "Stasi Brainwashing in the GDR 1957 - 1990." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2431.
Full textToure, Abu Jaraad. "Towards A ‘Griotic’ Methodology: African Historiography, Identity Politics and Educational Implications." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1320631211.
Full textZhao, Yebing. "A QI 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617901205834771.
Full textLess, Adam David. "Cultural Biases in the Weschler Memory Scale iii (WMS-iii)." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/591.
Full textDrew, David, and Jessica Banks. "RELIGION AND SPIRITUALITY IN CLINICAL PRACTICE: AN EXPLORATION OF RELUCTANCE AMONG PRACTITIONERS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/858.
Full textBarton-Verdi, Michele A. "THE DEVELOPMENT OF A SYSTEMATIC DISCHARGE PLANNING PROCESS FOR THE CARE OF COPD PATIENTS IN A SMALL URBAN COMMUNITY HOSPITAL." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623883152504604.
Full textMoulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.
Full textGanoe, Kristy L. "Mindful Movement as a Cure for Colonialism." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367936488.
Full textMann, Nicole M. "Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588.
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