Thèses sur le sujet « Post-multicultural »
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Ganyi, Pamela Ayum. « Religious diversity in post-colonial multicultural Nigerian society ». Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53406.
Texte intégralMini Dissertation (MA)--University of Pretoria, 2015.
Modern European Languages
MA
Unrestricted
Ewald, Klara, et Philip Wredberg. « Multicultural teams’ post acquisition : Challenges for employees and managers ». Thesis, Jönköping University, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53100.
Texte intégralNakhoul, Ghassan. « Media Representations of Arabs & ; Muslims in Post-Multicultural Australia ». Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10120.
Texte intégralSchiller, Maria. « A post-multicultural era : implementing diversity policy in Amsterdam, Antwerp and Leeds ». Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633522.
Texte intégralAmosun, Olufunmilayo Ibironke. « Teachers' preparedness for transformative practice in multicultural schools : An analysis of selected post apartheid teachers' self-reports ». Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3887.
Texte intégralWarnasuriya, Mihiri Saritha. « Building the 'Sri Lankan nation' through education : the identity politics of teaching history in a multicultural post-war society ». Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290147.
Texte intégralAbu-Attiyeh, Jamal Hassan Daoud. « Arabophobia and Multicultural Education : A Case Study of the Battle Over Cultural Representation in Detroit in the Post-9/11 Period ». Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354742007.
Texte intégralScott, Robert Bruce. « Do Kansas schools address multicultural needs of exceptional students in transition practices ? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student ». Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13095.
Texte intégralDepartment of Special Education, Counseling and Student Affairs
Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.
Lee, Chang Young. « Married migrant women living within Korean multicultural families : a pastoral narrative perspective ». Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/40206.
Texte intégralThesis (PhD)--University of Pretoria, 2014.
gm2014
Practical Theology
unrestricted
Macías, Luis Fernando. « A LatCrit analysis of DACA recipients’ pursuit of a post-secondary education in Ohio ». The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149192051776482.
Texte intégralVang, May. « Depression and coping among Hmong refugees ». CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3300.
Texte intégralMietka, Helena Budzynska. « White Feminist Tears : Understanding Emotion, Embracing Discomfort, Exploring Dominant Femininities At Scripps College, and Stepping Towards a Critical White Anti-Racist Feminism ». Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/656.
Texte intégralSanchez, Paula Nery. « The Lived Experiences of Limited English Proficiency, Spanish-Speaking Male Ex-Offenders ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1550.
Texte intégralMarchand, Iris. « Being Dogla : hybridity and ethnicity in post-colonial Suriname ». Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/10578.
Texte intégralMcGlynn, Claire Wilden. « The impact of post primary integrated education in Northern Ireland on past pupils : a study ». Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342534.
Texte intégralKato, Megumi Humanities & Social Sciences Australian Defence Force Academy UNSW. « Representations of Japan and Japanese people in Australian literature ». Awarded by:University of New South Wales - Australian Defence Force Academy. School of Humanities and Social Sciences, 2005. http://handle.unsw.edu.au/1959.4/38718.
Texte intégralZouai, Manon M. « Entre les Murs et L'exclusion : L'echec du Systeme Educatif Francais ». Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/230.
Texte intégralPortillo, de Yúdice Sandra Elizbeth. « Addressing Higher Education Issues of Latino Students in Greenville County, South Carolina ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1917.
Texte intégralSung, Yoo Kyung. « A Post-Colonial Critique of the (Mis)Representation of Korean-Americans in Children's Picture Books ». Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194907.
Texte intégralOrtloff, Debora Hinderliter. « Holding to tradition citizenship, diversity and education in post-unification Germany, a case study of Bavaria / ». [Bloomington, Ind.] : Indiana University, 2007. 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:3283958.
Texte intégralSource: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4251. Adviser: Luise P. McCarty. Title from dissertation home page (viewed May 20, 2008).
Wilson, Kevin Alexander. « Love and Respect : The Bandung Philharmonic ». Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1609459910379284.
Texte intégralAlexander, Amanda S. « Collaboratively Developing a Web site with Artists in Cajamarca, Peru : A Participatory Action Research Study ». The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276529007.
Texte intégralKaye, Matthew D. « A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border : Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era ». Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.
Texte intégralTella, Oluyinka. « International Education and the Post-9/11 Syndrome : A Study of International Educators in Selected Miami-area Colleges ». FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/236.
Texte intégralCastañón-Ramirez, Sandra J. « Chicanas Completing the Doctorate in Education : Providing consejos de la mesa de poder ». Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3706.
Texte intégralSanta, Ritta Pietsch Majic Karla. « Intergroup Relations & ; Power : An ethnographic case study observing the multicultural staff of Cambambe, through the lenses of Psychology & ; International Relations Theories ». Thesis, Linköpings universitet, Filosofiska fakulteten, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-140922.
Texte intégralBarton-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.
Texte intégralBursian, Olga, et olga bursian@arts monash edu au. « Uncovering the well-springs of migrant womens' agency : connecting with Australian public infrastructure ». RMIT University. Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080131.113605.
Texte intégralLeija, Susana. « The status of English language learners post Proposition 227 in reading in the Leander Unified School District for the years 1998-2001 grades 2-11 ». CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2995.
Texte intégralWright, Kelly E. « The Reflection and Reification of Racialized Language in Popular Media ». UKnowledge, 2017. http://uknowledge.uky.edu/ltt_etds/18.
Texte intégralBailey-Iddrisu, Vannetta L. « Women of African Descent : Persistence in Completing A Doctorate ». FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.
Texte intégralSolbrig, Jacob H., et Jacob Hagen Solbrig. « Stasi Brainwashing in the GDR 1957 - 1990 ». ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2431.
Texte intégralPierce, Alice Elizabeth. « Between worlds : the narration of multicultural/transnational identities of women working in a post-national space ». Thesis, 2003. http://hdl.handle.net/2152/861.
Texte intégralKeene-Young, Bronwyn Elaine. « Broadcasting and development in a multicultural society : community broadcasting policy in a post-apartheid South Africa ». Thesis, 1994. https://hdl.handle.net/10539/26134.
Texte intégralCommunity broadcasting in South Africa has been identified as an ideal medium for the facilitation of participatory communiry development. The objectives of community ownership and participation in community broadcasting are perceived as the basis for the empowerment of people who were oppressed by apartheid. The establishment of the Independent Broadcasting Authority (lBA) in 1994 has provided the framework for the development of a community broadcasting sector. However, the interpretation of the IRA Act, and the general policy which is adopted towards community broadcasting will determine the longterm sustainabilitv of the sector in South Africa. It will also determine the extent to which community broadcasting achieves the ideals of local development and empowerment. This dissertation addresses both the objectives for the use of community broadcasting in development, and the policies which are required for the development of the community broadcasting sector.
Andrew Chakane 2018
Pierce, Alice Elizabeth Brooks Ann K. « Between worlds the narration of multicultural/transnational identities of women working in a post-national space / ». 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3119717.
Texte intégralRasool, Mohamed Hoosen Abbas. « Educational policy in a post-apartheid South Africa : an exploratory study of the needs of the Indian community ». Diss., 1994. http://hdl.handle.net/10500/17591.
Texte intégralEducational Studies
M.Ed. (Comparative Education)
Olivato, Giulia Maria. « Post-migration studies and the city : The case of London ». Doctoral thesis, 2020. http://hdl.handle.net/11562/1024368.
Texte intégralFriesen, Helen Irma Lepp. « “Surrounded by all these contradictions” : every day culture shock in culturally diverse post-secondary classrooms ». 2015. http://hdl.handle.net/1993/30406.
Texte intégralHuxdorff, Claus. « Spuren visionärer Multikulturalität : Fantasie und Wirklichkeit in Campes "Robinson der Jüngere" : Auf dem Weg vom Kolonialismus zum Kosmopolitismus ». 2010. http://trace.tennessee.edu/utk_gradthes/720.
Texte intégralKittrell, Corey V. « Toward a Philosophy of Race in Education ». 2011. http://trace.tennessee.edu/utk_graddiss/988.
Texte intégralDaly, AJ. « Outbound student exchange at Australian and New Zealand universities : the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes ». Thesis, 2007. https://eprints.utas.edu.au/6736/3/Front_Matter.pdf.
Texte intégralPather, Ethel Una. « Teaching and Learning in Racially/Culturally Diverse Classrooms in a Post-Apartheid South Africa ». Thesis, 2006. http://hdl.handle.net/10539/1811.
Texte intégralAs the title implies, this research concerned the convergence of race and culture in school settings. How the two categories are related is a complex matter, especially in the context of South Africa where race has played, and continues to play, a critical role in the formation of culture. The study aimed to investigate the dynamics of teaching and learning in racially diverse classrooms in three historically white former Model C Schools in Ekhuruleni East District of Gauteng Department of Education (GDE). To this end I conducted a multiple case study with Grade 8 pupils and their teachers, with a primary intention of illuminating the challenges, attitudes and emotions experienced by teachers and pupils, as well as the dynamics between teachers and pupils, and among pupils. Eight questions guided the data collection through extended on-site observation and interviews: (i) What are the experiences and challenges of teachers and pupils in racially/culturally diverse classrooms? (ii) How do teachers and pupils respond to these experiences and challenges? (iii) What preparation if any, have teachers had in order to face these challenges in racially/culturally diverse classrooms? (iv) How do teachers and pupils and pupils and pupils from diverse race groups interact? (v) What are teachers and pupils opinions about racially diverse classrooms?(vi) What is the significance of race to pupils at the three schools? (vii) How is race conceptualised and lived at school? (viii) What is the impact of the discourse of race on the lives of black pupils? The theoretical framework of this research is situated in the field of teaching and cultural diversity. In order to place the research questions and findings in the context of international and local research and debate on cultural diversity in education, I consulted a wide range of both international and local literature. The thesis presents the main research findings, in terms of four broad themes that cut across the research questions: Change, Subjective Reality and Assimilation; Discourse of Blame and Cultural Deficit Discourse; Home Culture versus School Culture; Perceived Racism or Racism as a Consequence of Change. The analysed data revealed that teachers’ were frustrated and it was evident from their subjective reality that they were not dealing well with change. Pupils preferred homogeneous groups rather than integrated groups thus there was little interaction between racial groups. Hostility was evident and in some cases resulted in fights between black and white pupils. Black pupils perceived the presence of racism among some white teachers and pupils This study could, despite its limitations, pave the way for far more elaborate studies to be conducted.. Since statutory racial integration in South Africa is only ten years old the discourse of racial diversity needs to be illuminated through extensive and intensive research. Teachers need to address both social and educational aims simultaneously as the findings suggest that unless teachers acknowledge and understand diversity in their classrooms and understands the backgrounds of their pupils; these pupils are likely to remain marginalised and desegregated schools run the risk of not contributing to social change.
Bevill, Whitney. « Subversive Representations of Education in Francophone Novels of the Colonial Maghreb ». 2011. https://scholarworks.umass.edu/theses/582.
Texte intégralPham, Xuan. « Cumulative Grief ». 2020. https://scholarworks.umass.edu/masters_theses_2/983.
Texte intégralMobara, Soraya. « Survey of South African expatriate teacher attitudes towards inclusive education in private and international schools in Oman ». Diss., 2015. http://hdl.handle.net/10500/19125.
Texte intégralInclusive Education
M. Ed. (Inclusive Education)