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1	Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
	Moore-Jones, P. J.
	In: Journal of Global Education and Research (2022)
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2	The Insistence of Inclusion: The Black Excellence Project
	St. Vil, Cassandra
	In: Early College Folio (2021)
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3	Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
	Van Winkle, Kristina A.
	In: All Antioch University Dissertations & Theses (2021)
	Abstract: Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.
	Keyword: action research; adaptive challenges; Adult and Continuing Education; African American Studies; and Multicultural Education; and Sexuality Studies; Bilingual; coaching; Curriculum and Instruction; Curriculum and Social Inquiry; education; Educational Leadership; Educational Methods; Educational Psychology; English Language and Literature; Ethnic Studies; Feminist; Gender; Global competence; globally responsive pedagogy; Higher Education; Indigenous Studies; Language and Literacy Education; learning; Multilingual; Other Education; positive deviance; Reading and Language; Social and Philosophical Foundations of Education; Teacher Education and Professional Development; teaching; technical challenges
	URL: https://aura.antioch.edu/etds/719 https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds
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4	When the Teacher is the Token: Moving from Antiblackness to Antiracism
	Whitaker, Manya C.
	In: Northwest Journal of Teacher Education (2021)
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5	The School Wellness Wheel: Re-Configuring Schools to Become Healing & Resiliency Centered Organizations
	Ruyle, Michael A
	In: National Youth Advocacy and Resilience Conference (2021)
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6	Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
	Aronson, Brittany A; Enright, Esther A.; Amatullah, Tasneem
	In: Excelsior: Leadership in Teaching and Learning (2021)
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7	An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
	Quarells, Taheesha
	In: Dissertations (2021)
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8	Examining Ideologies of Homogeneity and Pluralism in the United States.
	Wibel, Eli
	In: Student Research and Creative Activity Fair (2021)
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9	But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
	Gillmore, Marina V
	In: National Youth Advocacy and Resilience Conference (2020)
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10	Poverty, According to Gorski
	Rudio, Kristyna M
	In: The Montana English Journal (2020)
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11	Minority Student Engagement Through the Lens of Campus Activities and Events
	Reiman, Jake
	In: Master’s Theses (2019)
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12	Curated Spaces for Global Citizenship: Popularization of the English Language in Seoul
	Adams, Kayla Y
	In: Senior Projects Spring 2019 (2019)
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13	Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
	Harlow, Trina D.
	In: NPP eBooks (2019)
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14	The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students
	Ferguson, Gregg Suzanne
	In: Theses, Dissertations and Capstones (2019)
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15	The Cultural Adaptation Experiences of Chinese Higher Education Students in the American Deep South: A Comparison Across Disciplines
	Song, Xiaonan
	In: Dissertations (2019)
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16	Responding to racial incivility in classrooms: Hospitality and responsibility
	Piquemal, Nathalie; Misir, Dave; Heringer, Rebeca
	In: Journal of Global Education and Research (2019)
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17	Dilemma and Knowledge - Book Review of Re-Imagining Utopias: Theory and Method for Educational Research in Post-Socialist Contexts
	Zychowicz, Jessica
	In: Comparative and International Education / Éducation Comparée et Internationale (2019)
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18	AN EXAMINED LIFE OF A LANGUAGE TEACHER OF CHINESE: AN AUTOETHNOGRAPHIC INVESTIGATION INTO AGENCY
	Zhang, Ying
	In: Doctoral Dissertations (2019)
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19	When Healing and High-stakes Meet: Restorative Justice in an Era of Racial Neoliberalism
	O'Brien, Dani
	In: Doctoral Dissertations (2019)
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20	Linguistic Interactions of Spanish Speaking Mexican American Families
	Garcia, Adelfio J
	In: Dissertations (2018)
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