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OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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Fulfilling a Wish List: Creating an OER Beginning Spanish Textbook and Curriculum
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In: World Languages and Literatures Faculty Publications and Presentations (2021)
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Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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A Call for Liberty and Justice for All: Unraveling the Complexities in 2021
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In: Journal of Health Ethics (2021)
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Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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Examining Ideologies of Homogeneity and Pluralism in the United States.
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In: Student Research and Creative Activity Fair (2021)
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Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth
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In: Theses and Dissertations (2021)
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Confronting the Past, Challenging the Future: Linguistic Hegemony, Capitalism, and Neoliberalism in TESOL
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In: The Nebraska Educator: A Student-Led Journal (2021)
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Youth, Sports, and Social (In)Justice in the Inner City of Boston: An Exploration through a Human Rights Lens
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In: Graduate Doctoral Dissertations (2021)
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Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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20 |
Navigating the Silences: Social Worker Discourses Around Race
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In: All Antioch University Dissertations & Theses (2020)
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Abstract:
This thesis explored social worker discourses to learn what they could reveal about professional workplace practices and experiences with race and racism. The study traced the subtle and elusive racism often found in everyday professional conversations that are not considered racist by dominant consensus. Using tools of thematic and critical discourse analysis (CDA), and van Dijk’s (1993, 2001, 2008, 2009, 2011) general theory of racism and denial (1992, 2008), data from 14 semistructured interviews and one focus group with a racially diverse group of social workers was analyzed in two ways. First, thematic analysis offered a horizontal or flat exploration that illustrated various manifestations of racism, denial, and whiteness. The second, vertical critical discourse analysis took a sociocognitive approach to examine underlying discourse structures that hold racism and whiteness in place. Findings suggest the presence of subtle and nuanced racism and whiteness in social worker discourses, and I discuss how these forces work in tandem to produce dynamics that preserve hegemonic structures and support dominant status. This power analyses brought attention to often overlooked forms of counter-power and resistance embedded in participant narratives. Inferences from focus group discourse illustrated four interpersonal capacities that supported constructive racial dialogue. Findings revealed vastly different racial experiences between Black, biracial, and White social workers in their professional settings. Implications for social work (and more broadly the helping professions) education, training, and leadership and change practices are provided. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/
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Keyword:
and Multicultural Education; Antiracism; Bilingual; Communication; Critical Discourse Analysis; Helping Professions; Leadership Studies; Multilingual; Race; Race and Ethnicity; Racial Discourse; Racial Dominance; Racial Justice; Racism; Racism Denial; Social Justice Leadership; Social Work; Sociology of Culture; Whiteness; Willful Avoidance; Willful Blindness
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URL: https://aura.antioch.edu/etds/560 https://aura.antioch.edu/cgi/viewcontent.cgi?article=1571&context=etds
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