Relevant bibliographies by topics / Multicultural philosophy / Dissertations / Theses

Dissertations / Theses on the topic 'Multicultural philosophy'

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Published: 4 June 2021
Last updated: 31 January 2023

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1

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.

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2

Fletcher, Callum Dowie. "Individual autonomy in the multicultural debate." Thesis, University of Canterbury. Philosophy and Religious Studies, 2007. http://hdl.handle.net/10092/1014.

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In this thesis, I claim that the Liberal Multiculturalist arguments for group rights, which would enable group autonomy, are problematic. Such claims are instrumentally justified by the value that groups have for their individual members. I claim that group autonomy and individual autonomy are incompatible. Concern for the freedom of individuals requires that there is a common Liberal legal framework covering all of the cultural groups that may exist within a state. I will argue for such a system, claiming that it must be substantive in scope, while also outlining how decisions on the common rules should be fairly deliberated before being resolved. Furthermore, I will defend my position from both Liberal Multiculturalist and Strong Multiculturalist objections.
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3

Kuyurtar, Erol. "Multicultural citizenship in a liberal society." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:7020.

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4

Midden, 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/.

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It was long assumed that both multiculturalism and feminism are connected to progressive movements and hence have comparable and compatible goals. However, both in academia and in popular media the critique on multiculturalism has grown and is often accompanied with arguments related to gender equality and/or feminism. According to political scientist Susan Moller Okin for example there are fundamental conflicts between our commitment to gender equality and the desire to respect the customs of minority cultures or religions. If we agree that women should not be disadvantaged because of their sex, she argues, we should not accept group rights that permit oppressive practices. Okin’s claims led to a complex and highly important debate both in academia and in public debates. The main aim of this thesis is to explore in depth the different discourses about multiculturalism and feminism and develop a more inclusive and nuanced redefinition of the relationship between multiculturalism and feminism. The focus of the analysis will be on the Netherlands, where the debate has been intense and paradigmatic of similar debates in most countries. The first part of the thesis explores the literature on multiculturalism and feminism, and discusses the importance of for instance intersectionality, the politics of location and situated knowledges for a better understanding of the debates. The second part of the thesis is dedicated to fieldwork. A preliminary media analysis is undertaken to analyse the main aspects of the public debate as they appear in the feminist magazine Opzij. On the basis of this analysis, a series of focus groups with women belonging to organisations that are considered stakeholders in the debate (e.g. feminist, religious, cultural or sub-cultural) is organised. The thesis provides a comprehensive understanding of the complex relationship between the concepts of multiculturalism and feminism. It argues that gender equality is often misused in islamophobic and anti-migration discussions, which also harms the position of minority women. Furthermore, it demonstrates that a more nuanced and inclusive interpretation of multiculturalism and feminism acknowledges the multiple layers of this debate, starts from intersectionality and includes critical accounts of secularism and religion, colonial history and subjectivity.
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Metro-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.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3086. Advisers: Jesse Goodman; Luise McCarty.
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6

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.

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Most 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.

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7

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.

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8

Mitchell, 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.

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English
Ph.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
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9

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.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH 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.
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10

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.

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11

Eggen, 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.

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The 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.

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12

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.

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13

Shepard, Brandi A. "Using Dramatic Literature to Teach Multicultural Character Education." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311813861.

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14

Marken, 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.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, School of Education, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2125. Adviser: Thomas M. Schwen.
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15

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.

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Multicultural social policies were formulated in Australia during the 1970s in response to challenges that had arisen the wake of a large-scale immigration program. Given recent intensification and diversification of immigrant intakes, however, understandings of multiculturalism have been contested repeatedly while new social demands have been made of the policy. In this context, questions have been raised about the adequacy of multicultural ethical education in Australian schools. These concern not only the type of ethics taught, but also the emphasis placed on ethics per se. This study emerges out of this context to look at the utility of using purpose-written philosophical materials– specifically, immigration-themed materials written by advocates of philosophy for children – for development of ethical understanding in multicultural Australia.
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16

Conroy, Jessica Helene. "School Counselors' Perceived Multicultural Competence, Adherence to the ASCA National Model, and Students' Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1338.

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Multicultural competence (MCC), despite its integral part in school counseling and the school setting, is not applied within the American School Counselor Association (ASCA) national model (NM). Rather, the ASCA NM is a guideline that is expected of school counselors with limited opportunity for deviation. Without incorporating multicultural practices in the school setting, student performance may suffer. Student performance affects everyone who is learning, working, or has a child who is or will be at the middle school level. The purpose of this study was to identify if perceived MCC, as measured by the MCCTS-R, and/or adherence to the ASCA NM, as measured by the SCPIS, could predict student performance and if there was a relationship between the perceived MCC and adherence to the ASCA NM. The school counseling and multicultural counseling theories were used together as a lens for the study. Florida middle school counselors (N = 115) were invited to participate electronically. Results were compiled in PsychData anonymously and transferred into SPSS. Multiple linear regression and Pearson correlation statistics revealed that perceived MCC and adherence to the ASCA NM collectively predict students' GPAs. Recommendations for future research include expanding to different educational levels and states. The results indicate that the ASCA NM would benefit from multicultural concepts within the guidelines, implicating positive social change for future learning, school counseling practices, and educational practices.
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HUNTER, 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.

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Indigenous cultural possessions constitute a diverse global issue. This issue includes some culturally important, intangible tribal objects. This is evident in the Australian copyright cases viewed in this study, which provide examples of disputes over traditional Indigenous visual art. A proposal for the legal recognition of Indigenous cultural possessions in Australia is also reviewed, in terms of a new category of law. When such cultural objects are in an artistic form they constitute the tribe's self-presentation and its mechanism of cultural continuity. Philosophical arguments for the legal recognition of Indigenous intellectual `property' tend to assume that the value of Indigenous intellectual property is determinable on external criteria.
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Kepa, 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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The purpose of this thesis is to reflect upon the complex process of educating the sons and daughters of immigrant parents from diverse cultural communities. The study stresses the importance of valuing the language and culture of students in Aotearoa-New Zealand for whom English is another language. It is argued that the discourse of what shall be called ‘technocratic pedagogy’ falls short of meeting this goal. What is needed is more expansive and inclusive programmes that apprehend the social, economic, and political contexts of learning. This is necessary if the students are to continue their education not simply to absorb prescribed information and ideas but to actively understand, question, challenge, and change the school and the classroom. The thesis is written from the perspective of an indigenous Maori teacher trained in technocratic approaches of practice looking to aspects of her intimate culture, Tongan and Samoan ways of representing the world, and Paulo Freire's critical pedagogy to transform contemporary education that tends to exclude the adolescents from learning in school. This thesis is not simply another contribution to the ways in which teachers of school English in general think about methodologies and approaches to learning; rather, it is addressed more specifically to those Maori, Tongan, and Samoan teachers in this country who work with and alongside communities who are from the Kingdom of Tonga and the islands of Samoa. Thus, there is great value placed on educational experience with indigenous Tongan and Samoan teachers and students in an educational project referred to in the thesis as a ‘School-within-a-school’. The School-within-a-school refers to a site of education for teaching school English to immigrant adolescents within a large, state, secondary school in the city of Auckland. Particular attention is also paid to educational experience with indigenous teachers in a Curriculum Committee and Maori and Tongan grassroots organisations located within the same school. A fresh approach to teaching English accepts culture as the ground on which to begin to reflect on a practice within a specific context. The teachers who have a dynamic relationship with students argue that culture is a primary site for contradictions and that a revolutionary challenge to technocratic pedagogy is necessary, but not sufficient, to value and actively include the students in school. Since the English language and its attendant practices, values, traditions, and aspirations are the grounds for the students' marginalisation, immediate, consciously organised changes in the teaching beliefs, contents of education, and society at large in Aotearoa are necessary parts of any reintegrative pedagogy. On this account, the belief is that pedagogy is vitally important since it can enable the students to understand the technocratic discourse and draw upon the personal and collective experiences to counter the tendency that denies them full participation in school and the classroom.
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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.

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Colella, 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.

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Research on intergroup contact (Pettigrew & Tropp, 2006) has shown it to be an effective measure of reducing prejudice, and further studies have shown parasocial intergroup contact to be effective as well (Ortiz & Harwood, 2007). This research is incredibly important when studying people with high Social Dominance Orientation (SDO), who tend to favor social hierarchies and disparities between groups. The present study will focus on the interaction of SDO and type of intergroup contact on prejudice. Over the course of a month-long longitudinal study, participants will either be assigned to a face-to-face contact condition, interviewing an immigrant confederate in-person, or to a parasocial contact condition, watching an interview of this confederate on a computer screen. Given past research, both types of contact are predicted to increase favorable attitudes toward immigrants and decrease racism, although face-to-face contact is likely to be most impactful. Low SDO individuals are predicted to maintain low levels of prejudice, while high SDO individuals are predicted to experience a larger difference in racism and attitudes toward immigrants. It is expected that those high in SDO and placed in the face-to-face condition will experience the largest difference in racism and attitudes toward immigrants, compared to the other groups, demonstrating an interaction effect. Implications for intergroup contact and the media will be discussed.
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Hunter, 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.

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Indigenous cultural possessions constitute a diverse global issue. This issue includes some culturally important, intangible tribal objects. This is evident in the Australian copyright cases viewed in this study, which provide examples of disputes over traditional Indigenous visual art. A proposal for the legal recognition of Indigenous cultural possessions in Australia is also reviewed, in terms of a new category of law. When such cultural objects are in an artistic form they constitute the tribe's self-presentation and its mechanism of cultural continuity. Philosophical arguments for the legal recognition of Indigenous intellectual `property' tend to assume that the value of Indigenous intellectual property is determinable on external criteria.
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Silverman, Sarah Kozel. "ON RESPONSIBILITY: TEACHERS’ CONCEPTIONS OF PROMOTING SOCIAL JUSTICE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245300262.

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Landauer, 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.

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Williams, 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.

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A 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.

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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.

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Sandberg, 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.

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Syfte – Denna studie undersöker hur verksamma lärare i årskurs 1–3 undervisar i religionskunskap om världsreligionerna, kristendom, islam och judendom i mångkulturella och homogena klasser i svenska skolor. Syftet med studien är att undersöka om det finns skillnader i undervisningen mellan de två olika elevgrupperna, samt vilka faktorer som påverkar lärares val av undervisningsinnehåll. Ur ett lärarperspektiv ska denna studie dessutom öka insikten över hur lärare påverkas och utformar sin världsreligionsundervisning utifrån olika elevsammansättningar. Metod och teori– Undersökningen genomfördes med hjälp av en webbenkät som innehöll 26 frågor med varierande svarsalternativ. Enkäten består av två delar, bakgrundsfrågor samt frågor om religionsundervisningen och besvarades av 103 respondenter. Den insamlade empirin undersöks utifrån ramfaktorteorin. Resultat – De huvudsakliga resultaten visar att skillnaden mellan mångkulturella och homogena elevgrupper är liten. Det finns dock en skillnad i hur mycket uppmärksamhet högtiderna gavs i de olika religionerna mellan elevgrupperna. Läroplanen anses vara den faktorn som styr religionsundervisningen i högsta grad då resultatet visar att lärarna utgår från den när de planerar sin undervisning. Avslutningsvis diskuteras resultatet i relation till den tidigare forskningen och ramfaktorteorin.
Purpose – 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.
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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.

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Pokross, Amy Elizabeth. "The American Community College's Obligation to Democracy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5129/.

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In this thesis, I address the dichotomy between liberal arts education and terminal vocational training in the American community college. The need is for reform in the community college in relation to philosophical instruction in order to empower citizens, support justice and create more sustainable communities. My call for reform involves a multicultural integration of philosophy into terminal/vocational programs as well as evolving the traditional liberal arts course to exist in a multicultural setting. Special attention is focused on liberating the oppressed, social and economic justice and philosophy of education.
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Stenholm, 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.

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In this scientific essay I have focus on parental work in preschool and the difficulties that might arise. The empirical part is based on two meetings with parents and both of them are about how to understand each other. These meetings are linked to literature and helps me research the term reflection. What am I reflecting and how do I reflect? I also explore the practical knowledge in my work and try to understand the role of the multicultural environment in this work. I try to se possibilites in cooperation at the preschool. With the essay I want to understand why it can be challenging to build trustworthy relations with the parents, which seems important, in order to make the children at the preschool feel safe. I am also interested in researching how the multicultural environment affects the intercultural standpoint of the preschool and what this could mean for my work. The end discussion shows that I am not satisfied to which extend the preschool teachers discuss the difficulties and possibilities of parenting cooperation.
I 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.
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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.

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Sharma, 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.

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Alexander, 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.

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Ozar, 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.

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Saxen, 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.

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35

Takeuchi, 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.

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36

Geissler, 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.

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37

Affolter, 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.

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Trends 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.

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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.

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Appleman, Michael J. "Emerging Adulthood: The Pursuit of Higher Education." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1429111444.

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Fabro, Dakota. "From Self-Doubt To Inner Peace: An Ethnographic Narrative." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/116.

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In the midst of honing my craft as an educator, this ethnographic narrative was done for the purposes of taking an introspective look at the many moving parts of becoming an effective educator as well as developing an ethnographic view of the students who will pass through my classroom during my tenure as an educator. This ethnographic narrative examines my individual background, the educational spaces within which I find myself, communities I serve, and the students I was given the privilege of building relationships with within the classroom. This project serves as an in-depth analysis of the implicit biases one might hold as a teacher and a vehicle for continual introspection on my part as an effective and culturally-aware educator.
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Lynn, Laura. "Dialogue as performance. Performance as dialogue." [Yellow Springs, Ohio] : Antioch University, 2008. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1225369866.

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Thesis (Ph.D.)--Antioch University, 2008.
Title 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).
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Solbrig, Jacob H., and Jacob Hagen Solbrig. "Stasi Brainwashing in the GDR 1957 - 1990." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2431.

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This thesis examines the methods used by the Ministerium für Staatssicherheit (MfS), more commonly known as the Stasi, or East German secret police, for extraction of information from citizens of the German Democratic Republic for the purpose of espionage and covert operations inside East Germany, as it pertains to the deliberate brainwashing of East German citizens. As one of the most efficient intelligence agencies to ever exist, the Stasi’s main purpose was to monitor the population, gather intelligence, and collect or turn informants. They used brainwashing techniques to control the people of the GDR, keeping the populace paralyzed with fear and paranoia. By surrounding themselves with a network of informants they prevented actions against the dictatorial communist regime. Using the video testimonies of former prisoners, and former confidential informants who worked closely with and collaborated with Stasi agents, in combination with periodicals and previous historical studies, this work argues that the East German Police State’s brainwashing techniques had long and lasting consequences both for German citizens, and for the psychiatric health of former GDR citizens. The scope and breadth of the techniques and data compiled for use by the Stasi were exhaustive, and the repercussions of their use are still being felt and discovered twenty five years after the fall of the Berlin Wall. This study aims to show the lasting effects brainwashing had on former informants and the Stasi’s victims.
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Toure, 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.

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Zhao, 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.

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Less, Adam David. "Cultural Biases in the Weschler Memory Scale iii (WMS-iii)." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/591.

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The Wechsler Memory Scale –iii is the newest version of a six-decade old neuropsychological inventory. Since its conception, the Wechsler Memory Scale has been highly utilized by practitioners to accurately assess various memory functions in adult subjects. Revisions made within this inventory include the Faces I subtest, a facial recognition scale, which was added in order to strengthen the instrument’s accuracy at measuring episodic memory. Facial recognition, both cross-race and within-race, has been researched extensively and consistent biases have been found between race of test taker and cross-racial identification. Theories of exposure/contextual interaction (environment) and biological foundations have been the subject of study in the past in order to determine from where these racial identification deficits stem. The current study focuses on revealing bias in the Faces I subtest, regarding to an unequal distribution of racially representative faces in the testing materials. Eighty-eight college students were recruited to view forty-eight pictured faces from the Faces I subtest and determine the racial category to which the pictured face belonged. The subjects’ categorical responses were the basis for calculating a percent agreement score for racial category of each face. It was determined, using the results of subjects’ responses, that the Faces I subtest contained an unequal distribution of racially representative faces in both the Target and Interference testing material. This confirmed the presence of an inherent bias within the subscale. The implications of memory accuracy for the WMS-iii are discussed as it relates to different fields of study, but none more directly than the criminal justice system. Eyewitness testimony is a pivotal evidentiary tool in the criminal justice system, and ramifications of cross-racial identification deficits and biases in the tools to accurately assess memory are increasingly bringing this once heavily relied upon tool into question.
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Drew, 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.

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Across the United States, an overwhelming majority of the population claim that religion and spirituality beliefs shape their worldview and assist in coping with life stressors. Yet, the literature has shown that mental health practitioners reported discomfort integrating religion and spiritually in clinical practice. The purpose of this study was to explore whether license-holding mental health professionals in Southern California develop reluctance toward addressing religion/spirituality with their clients. Through snowball sampling, 52 clinicians composed of social workers, counselors, marriage and family therapists, nurses, psychologists, and psychiatrists were recruited across Southern California (N =52). The participants were measured descriptively based on (a) confidence in their ability to integrate client beliefs into treatment and (b) their comfort discussing topics related to RS with their clients. Results revealed an overall level of reluctance ranging from 15 percent (for comfortability) to 25 percent (for ability) among the study participants. Licensed clinical social workers reported slightly lower reluctance level than other licensed professionals. Implications of the findings were discussed.
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Barton-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.

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Moulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.

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The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience of The Quran. This thesis synthesizes game design elements with existing memorization techniques to foster a more engaging, enriching, and inspiring Qur’an memorization experience.
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Ganoe, Kristy L. "Mindful Movement as a Cure for Colonialism." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367936488.

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Mann, 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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