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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 3 |
Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 4 |
Book review -The struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2021)
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| 5 |
Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia
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In: Electronic Theses and Dissertations (2021)
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| 6 |
French Muslim Youth’s Perception of their Cultural Identity in a Post-Charlie Hebdo Reality in the 19th Arrondissement.
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In: FIU Electronic Theses and Dissertations (2021)
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| 7 |
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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| 8 |
Divergent Values: A Family Critical Race Theory Analysis of Families of Color and Their Perceptions of Teachers and Teaching as a Profession
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In: Taboo: The Journal of Culture and Education (2021)
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| 9 |
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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| 10 |
"Playing the Game": A Case Study of Latinx Leaders in an Agricultural Youth Organization
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In: Theses and Dissertations--Community & Leadership Development (2021)
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| 11 |
Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education
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In: Educational Considerations (2020)
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| 12 |
“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
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In: Education Publications (2020)
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| 13 |
Exploring the Experiences of High School Syrian Refugee Students with Interrupted Formal Education and their Teachers in ELD Classrooms
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In: Electronic Thesis and Dissertation Repository (2020)
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Abstract:
Exploring the experiences of Syrian refugee Students with Interrupted Formal Education (SIFE) and their teachers in English and Literacy Development (ELD) classrooms is an emergent topic of interest in the field of education in Canada. There is a need to understand the ways in which ELD teachers respond to the cultural, linguistic, and ethnic diversity of Syrian refugee SIFEs and create learning opportunities for those students while supporting them emotionally, socially, and academically. Thus, the aim of this research was to explore the nature of the experiences of high school Syrian refugee SIFEs and their teachers in ELD classrooms in Ontario. The research focused on exploring classroom practices and supportive pedagogies, specifically caring and Culturally Responsive Teaching (CRT) pedagogies enacted in ELD classrooms in two secondary schools in Ontario. Social structures and power relationships reflected in ELD classrooms, in addition to resources and constraints to the implementation of caring and CRT, were also examined. The major research question was What is the nature of the experiences of high school Syrian refugee students with interrupted formal education and their teachers in ELD classrooms in Ontario? The theoretical framework adopted in this exploratory case study drew on critical theory, CRT, and Ethics of Care (EoC). The methods used included semi-structured interviews, documentation, and the researcher’s reflective notes. The analysis revealed the complexity of the nature of Syrian refugee SIFEs’ and their teachers’ experiences in ELD classrooms and the nuances these experiences entail. There was evidence of caring and CRT practices enacted in ELD classrooms. That said, some of the ELD teachers’ instructions still need to reflect their students’ ages, academic levels, and core culture. Power and privileging such as power and hierarchical teacher-student relationships and the dominance of a Western curriculum canon were reflected in ELD classrooms. Resources and constraints to the implementation of caring and CRT were also signaled. Key recommendations included embedding equality and diversity in the ELD curriculum and putting more emphasis on caring and CRT pedagogies. The practical and theoretical recommendations aim to disrupt deficient institutional and classroom practices and emphasize supportive pedagogies in ELD classrooms.
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Keyword:
and Multicultural Education; Bilingual; caring; critical theory; culturally responsive teaching (CRT); English Literacy Development (ELD); interrupted formal education; Multilingual; Syrian refugees
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=10025&context=etd
https://ir.lib.uwo.ca/etd/7532
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| 14 |
The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students
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In: Theses, Dissertations and Capstones (2019)
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| 15 |
For the Culture: The Importance of a Critical Social Theory within the Music Education Classroom
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In: Senior Honors Theses (2019)
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| 16 |
Centering Preservice Teachers of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2019)
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| 17 |
Revealing the Resistant Capital of Cambodian Youth: Using Photovoice as a Tool for Advocacy and Policy Change
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In: Journal of Southeast Asian American Education and Advancement (2019)
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| 18 |
Dilemma and Knowledge - Book Review of Re-Imagining Utopias: Theory and Method for Educational Research in Post-Socialist Contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2019)
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| 19 |
Teaching for Equity: A Case Study of Teachers’, Vice Principals’, and Principals’ Perspectives in Three High-Poverty Elementary Schools in Ontario, Canada
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In: Electronic Thesis and Dissertation Repository (2019)
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| 20 |
Critical race theoretical composition pedagogy and its effects
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In: Graduate Theses and Dissertations (2018)
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