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Valuing the local within the global: A discourse analysis of professional development in a U.S.-Kurdish transnational university partnership
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In: Journal of Global Education and Research (2022)
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The axis of access: a quantitative ethnography of presidential discourse on the construct of college access in the United States
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In: Theses and Dissertations (2022)
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Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data.
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In: CBE life sciences education, vol 20, iss 1 (2021)
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Which data do elementary school teachers use to determine reading difficulties in their students?
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In: Journal of learning disabilities 54 (2021) 5, S. 349-364 (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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Young refugees in prevocational preparation classes. Who is moving on to the next step? ; Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt?
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In: Journal for educational research online 13 (2021) 1, S. 105-127 (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 23 S. - (MEZ Arbeitspapiere; 10) (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Eurocentrism in Engineering: Consequences for Teamwork in Engineering Design
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International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
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“Practice basic hygiene, and you’ll stay healthy”: How primary school reading textbooks transmitted cultural education in the Soviet Union
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In: University of South Florida M3 Center Publishing (2021)
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Gamifying the CREW: Effects of Collaborative Responsive Writing Using Gamification, in Interactive Web-based E-books, on L2 International Students’ Motivation and Academic Vocabulary Achievement
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In: Graduate Theses and Dissertations (2021)
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Vietnamese Americans: History, Education, and Societal Context
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In: Journal of Southeast Asian American Education and Advancement (2021)
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An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
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Picturing dual language and gentrification: An analysis of visual media and their connection to language policy
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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Navigating Whiteness: A Critical Discourse Analysis of White Community College Faculty, White Identity, and the Discursive Positioning of Students of Color
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In: Graduate Doctoral Dissertations (2021)
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Abstract:
The reification of community colleges as symbolic gateways for access to higher education for historically underrepresented groups belies fundamental structural inequities these ostensibly democratic institutions exhibit, most notably the alarming overrepresentation of White faculty relative to Students of Color. Grounded in this structural problem, this study interrogates the ways in which the dominant racial group (White faculty) construct their racial identity and position Students of Color within a larger discursive field of whiteness. Specifically, using Fairclough’s (2013) three-dimensional framework, I present a Critical Discourse Analysis of the relationship between self-described antiracist White faculty’s racial identity construction, whiteness, and their discursive positioning of Students of Color. Responding to the underconceptualization of a model in higher education for analyzing the relationship between White and whiteness (and the ancillary effects of this relationship on Students of Color), this study offers a heuristic for White faculty who seek racial justice to act in ways consistent with their professed aims. Consistent with larger patterns of discontinuity reflected between the aspirational claims of the community college as a democratic institution and actual practice, findings from this study indicate that constructions of the White self as a fixed, antiracist entity are disingenuous and dangerous. That is, across participants’ pre-classroom, formative experiences and with respect to their constructions of Students of Color, self-described antiracist White faculty exhibited a continuum of racist and racial justice discourses, suggesting that acting, not being antiracist (in a reified, static sense) is achievable. In mapping out participants’ racist and racial justice formative and classroom-based discursive moves, implications for re-conceptualizing White identity construction to mitigate the harm even well-intentioned Whites enact toward Students of Color are discussed.
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Keyword:
antiracist; Community College Education Administration; critical white studies; discourse analysis; Education; faculty-student interactions; Linguistics; race; whiteness
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URL: https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1664&context=doctoral_dissertations https://scholarworks.umb.edu/doctoral_dissertations/665
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