School of Education
DEPARTMENTSCritical Pedagogy GRADUATE Dissertation Abstracts
Cuba's Literacy Campaign of 1961 as a Mass Movement of Civics Education
Mark Abendroth, Cohort 2
Critical pedagogy is an emerging field. It is education for social and economic justice. In our increasingly globalized world it is important that critical pedagogy forge new paradigms to demystify globalization and to give education a role in resisting oppressive global policies. An historical case study of Cuba's National Literacy Campaign of 1961 serves this purpose in the context of what the author calls Emancipatory Global Civic Education. Emancipatory Global Civic Education has three components. First, it makes no pretense toward neutrality as it advocates resistance against all forms of oppression. Second, it emphasizes the day-to-day struggles of ordinary people in social movements instead of the glorification of charismatic leaders. Third, it constructs a critical inquiry of globalization through the lens of political economy while building educational fronts to counter oppressive global policies. This work establishes interpretive validity in historical analyses of primary and secondary sources, in data analysis from 63 interviews and focus-group sessions yielding approximately 100 testimonies of participants in the Literacy Campaign, and in a synthesis of theories involving critical pedagogy, civic education, and Latin American Marxism. An understanding of Cuba in global context requires an in-depth study of its colonial struggles for independence against Spain and its subsequent struggles for national sovereignty against neo-colonial political and economic penetrations by the United States. The author provides this background with a focus on educational movements and literacy drives. The main conclusion is that Cuba's National Literacy Campaign provides a clear example of a mass movement of Emancipatory Global Civic Education. The Campaign succeeded in nearly eliminating illiteracy completely because it followed a revolution and utilized the three components of Emancipatory Global Civic Education. It took radical action against the illiteracy that had plagued nearly a quarter of the population, it mobilized the masses with grassroots efforts, and it resisted imperialism and persisted even amidst constant threats and brutal attacks from the counter-revolutionary forces that were supported by the U.S. government. It is an historical feat that critical pedagogy cannot overlook. Nor can critical pedagogy overlook Emancipatory Global Civic Education and its possible applications in our world.
...And Then What? An Autoethnographic Investigation of Critical Media Literacy in an Uncertain World
Siri Anderson, Cohort 1
In the context of an online media literacy course for junior high school students, predominantly from low-income families, this critical autoethnography explores the question: What good does it do to know and teach about the media? In so doing, it pays particular attention to the challenges of utilizing critical pedagogy within a specific setting, and documents my attempt to engage in praxis--that is, theory, action, and reflection.
The original question arose out of my recognition that the incorporation and co-optation of socially transgressive practices and ideas generally prevents them from having any long-term radical impact on society's hegemonic norms. Additionally, many of those educated in critical media literacy demonstrate enlightened false consciousness. Consequently, I began to wonder whether engaging students in critical media literacy pedagogy is a worthwhile endeavor.
In considering this question, I came to realize that the question itself--as well as many of my pedagogical practices--seemed to derive from assumptions born of my race and class privilege. In turn, I came to recognize that media literacy is, in fact, a crucial tool for preparing students to participate in any kind of social activism. Moreover, I began to understand the process of being critically engaged in struggle as a meaningful end in itself.
This dissertation tells the story of my research. Woven into the narrative are critical reflections on: online learning environments, intermedial literacy, whiteness, and class privilege. The merits of differentiated instruction, the specific needs of learners from low-income backgrounds, transcripts of online chats, and reflections on the practice of critical pedagogy are also explored. The concluding chapter is composed as a hypertext document to reflect the experience of the class and the spiraling process of growth that can occur in an autoethnographic project. This chapter includes film reviews as a way of approaching the initial set of problems. This approach also allows me another opportunity to step outside myself in order to see my quandaries more clearly, and to incorporate the manner in which film analysis has for me become an epistemological tool.
Critical Pedagogy for Diversity Education and Social Change in the New Millennium: A Case Study of the SPAN Program
Adamma Anya, Cohort 1
The project sought to study the agreement (or disagreement) between the stated goals for SPAN and the way it operates in practice. At question was whether the needs of the students it was set up to serve were being met. The study: (1) examined student demographics of five SPAN program sites in the Minneapolis School District with special focus on the diversity demographics of SPAN participants; (2) studied the criteria for student referral for this program; (3) assessed SPAN teacher attitudes toward students of color; (4) assessed parent (of SPAN students) attitudes toward the program; and (5) assessed students understandings of their participation in SPAN Data were collected and analyzed for the purpose of helping the Minneapolis School District determine if it wishes to re-examine its practices in SPAN and make appropriate changes to its referral and programming policies to better meet the needs of SPAN students. Based on the goals and objectives of this project, the investigation tested prior assumptions about the over-representation of minorities in special education and more so in SPAN and other such alternative programs for students who do not seem to have success in the mainstream classes. The focus of this study was on SPAN (Special Program for Adolescent Needs) as praxis for critical pedagogy based on Freirian philosophy. The question, then, was, if SPAN is an alternative program for adolescent needs, why are the student demographics mostly minority? Why is it not inclusive or all adolescents with identical developmental needs? The perspectives of the study were ethnographic, descriptive, and naturalistic. This was a case study of the SPAN program in its natural setting without contrived situations. This site is a micro culture of other SPAN programs in the district. Understanding certain aspects of this program at an inner city middle school site is central to understanding the nature of other such programs in the whole district with respect to student demographics. The Target site results indicated that all but one of the 10 students was referred by the school and has been in the program 2+ years and the one 8th grader more than 4 years. Seven has been referred for behavior needs and the others referred for behavior and academic deficits. All 10 students reported having not learned much from the program and overall would like the curriculum and the students' racial make up changed. One third to half of the group's instructional time was spent managing behavior. The group felt rejected, powerless, futile and unmotivated. Informal dialogue and observation at the cross site produced similar set of themes as the target site, perceptions of monotony in curriculum, feelings of rejection by mainstream peers and teachers as well as lack of exit entry rules. Parents at all five sites suggested a change in curriculum, more benchmarks and a variety of content. The teachers were neutral to negative about the program impact.
Loving Sabotage: Effecting Critical Change
Adele Bach, Cohort 1
Informed by the works of Giroux, McLaren, Eagleton, Foucault, Shannon, Delpit and Freire, among others, this study examined the rise and fall of the whole language movement. Through a case study of the writing process as advocated by the whole language movement in a Midwest suburban middle school district, this project showed how the dominant ideology of mainstream education dealt with progressivism. A review of literature as well as an analysis of official documents, observations and on-site interviews of sixteen educators in the school district, revealed how the dominant ideology of traditional education, as internalized by educators and administrators, marginalized whole language and co-opted the writing process through a bureaucracy tied to the business model and supported by dominant groups who linked test scores with power, prestige and money to the exclusion of critical thinking and democratic decision-making. Three themes were raised in the study: the power of hegemony to maintain the status quo, the concept of voice in whole language and critical pedagogy as compared to voice in traditional education, and strategies for effecting change.
Note: The term "Loving Sabotage" was Paulo Freire's term describing how to effect change within an institution as told to me by Donaldo Macedo at a literacy conference.
Teachers of Students with Emotional/Behavioral Disorders: Why They Stay or Leave the Profession
Martha Boman, Cohort 2
This qualitative study was designed to answer the question: "What are the lived experiences of current and former EBD teachers that impacts their decisions to stay or leave their profession?" A total of 14 teachers were selected in a purposive manner, and included: (a) four intercity teachers, (b) two suburban teachers, (c) six teachers from rural schools with more than 2000 students, and (d) two teachers from rural schools with less than 2000 students. Other demographics of the participants were: two African American and 12 White teachers, and three males and 11 female teachers.
All teachers were interviewed twice, with each meeting lasting from one to three hours. The interviews were comprised of open-ended questions and simple prompts, such as, "What is it like to be an EBD teacher?" or "Tell me about your family." This procedure was implemented in order to obtain the rich data that the teachers had to share with the researchers. The interview data was transcribed verbatim and included 523 pages of transcribed data, and then coded using NUD*IST, a qualitative analysis software package.
Two uplifting themes, which had an impact on the EBD teachers? decision to stay, were their love for their students and their ability to establish relationships with students. Five oppressive themes emanated from their interviews: (1) marginalization: due to the isolation of their classrooms, the location and size of their classrooms, and the limited amount of materials; (2) exploitation including: their time to do their work, being used as a dumping ground for the students, extra duties assigned to them, the added paperwork, and the system benefiting from the work they did; (3) cultural imperialism, which focused on the systemic hierarchies in the schools related to race, class, and gender of the students; (4) inferiority of the profession relating to their status and colleagues, who were in the profession for the wrong reasons (e.g., to get another teaching position); and (5) abuse they endured due to harassment, fear of reprimands, the need to restrain students, and consequences of dropping their licenses.
Despite the stories of oppression that were shared, EBD teachers were more likely to remain in their positions for the following reasons: (1) their relationships with the students; (2) their love of their students; (3) their ability to do their work in the manner they preferred and the respect they were given for that work; (4) their understanding of the profession due to their positions as paraprofessionals before they were licensed; (5) their support from the administrators; and (6) their affirmations about their work from others. Reasons that were identified for leaving the profession included (1) conflicts with administrators; (2) conflicts with general education teachers; (3) parents with minimal carry-through on behavior plans; (4) lack of pre-service training that focused on issues with this population; and (5) the amount of paperwork.
Service Learning and Social Justice: Effects of Early Experience
Susan Cipolle, Cohort 3
Empirical evidence supports a positive relationship between service-learning and students' increased academic and personal growth in such areas as empowerment, leadership, and character development. Likewise, research supports the positive impact of service-learning on society with increased individual commitment to civic engagement, the promotion of racial understanding, and dedication to future service for social justice. Given the extensive use of service-learning in K-16, there is unlimited potential for this practice to be counter-hegemonic, resulting in social transformation for justice. However, variation in the intentions, underlying ideologies, and implementation of service programs can mediate positive outcomes. Some programmatic characteristics and orientations can reinforce stereotypes, exploit the population being served, and result in maintaining the status quo of inequity and injustice. For service-learning to reach its potential, we need to know the attitudes, experiences, and behaviors that lead individuals to work for social justice. Once identified, schools can create opportunities in their service programs that promote transformative connections to the community with praxis for social justice.
Why do some serve and others don't? How do some become oriented to social justice and others don't? The purpose of this research was to examine the relationship between early service experiences and adult level of service and to construct grounded theory on why/how individuals work for social justice. The population for this investigation was drawn from Benilde-St. Margaret's School's alumni from 1975-1999, which was segmented into those with high school community service experience, service-learning experience, and no high school service experience. The data collection included 345 questionnaires and 11 individual face-to-face interviews. Data analysis followed grounded theory guidelines as outlined by Strauss and Corbin.
The findings indicated that early service experiences impact adult behavior and attitudes toward service and social justice by developing in individuals an ethic of service and by increasing awareness of self, others, and social issues. The commonalities of individuals working for social justice from this study provide a theoretical framework for explaining how service-learning can contribute to building a social justice orientation. Furthermore, the results uncovered three stages of developing a critical consciousness and provided information on strategies to increase students' critical awareness through service-learning.
Through Children's Eyes and Children's Voices: An Ethnographic Study of Elementary Peer Culture
Stephanie Clark, Cohort 1
The purpose of this study was to investigate the peer culture of an elementary classroom as described by the students, themselves. The sample was drawn from the student body of a predominately White, working class, suburban elementary school. The focus of the study was the 27 students from my intermediate multi-aged classroom, 11 fourth grade and 16 fifth grade students, 11 girls and 16 boys with ages ranging from 9-11. The class was comprised of 4 students from lower class, 16 from working class, and 6 from middle class families. There were 22 White students, 1 Hmong, 2 Hispanic, 1 bi-racial Native American White, and 1 adopted Korean student.
To describe the peer culture of the classroom, an ethnographic model was used. Spradley's Developmental Research Sequence (DRS) Method provided the framework for the investigation. In observing peer culture these themes became apparent: peer culture, although influenced by dominant society, evolved separately from it. Students developed and maintained a cultural hierarchy through unwritten rules of behavior that determined one?s power, popularity, and social status. Peer culture is a factor in the development of student identity, and through peer interactions children interpret the adult world, and prepare for their participation in it. Although peer culture is not a true reflection of the dominant culture, it is created by the needs of the students to define themselves, mediate the adult world, and practice being an adult.
The use of ethnography is invaluable in defining the social structure of the classroom. The ethnographic questions, "Who can do what, when, with whom, for what purposes, under what conditions, with what outcomes"? (Frank, 1999, p. 13) is the perfect framework for understanding the complexity of classrooms. As a teacher, being aware of peer culture's stratifying nature assists me in negotiating the power struggles, and hierarchy seeking behavior. Teachers and students, through dialogue, create knowledge together by investigating generative themes gleaned from the students' lives.
Voices from the Margin: The Oral Histories of African-American Female Teachers
Emma Buffington Duren, Cohort 1
This research study chronicles the life histories of 17 African American women teachers in K-12 Public Schools in the United States. The women in this study range in age from 42-90 with teaching experiences in the South and the Mid-West.
This study used the qualitative research methodology of oral history with in depth interviewing as the primary means of data gathering. The research was guided by the following questions: (1) How are the lived experiences/life histories of African American women affected by race, class, and/or gender? (2) What are the experiences of African American women teachers in segregated and/or desegregated schools? and (3) How does the concept of "racial uplift" influence the philosophies of African American women teachers? Critical pedagogy, Black feminist theory, and critical race theory provided theoretical and analytical bases for interpreting the data.
The focus of this study was on the impact of race, class, and gender in the lives of the 17 women and the influence of the concept "racial uplift" on their teaching experiences. Analysis of the data indicated that race, class, and gender had a significant influence on the lives of the women. Race, a salient factor in the lives of the women, was evident in segregated schools and communities, substandard housing, and limited access to public events and facilities. Regarding their social class position, several women described themselves as being poor and recalled parents whose limited education resulted in low skilled jobs. The women whose parents were college educated with professional careers identified themselves as middle classed. There was strong identification with their mothers whom they recalled as strong role models, entrepreneurs, visionaries, encouraging, and supportive. All of the women in the study embodied the concept of "racial uplift." In their classrooms, they provided Black students with the skills; they would need to be successful in a racialized society.
Additionally, it was found that their experiences in segregated schools were significantly different from those in desegregated schools. In segregated schools, they recalled teachers who were caring, served as role models, and as mentors; they felt protected, nurtured, and supported by members of the learning community. As teachers, they had fond memories of the students they taught, high academic expectations for all students, and experienced wide spread community involvement and support for education. In desegregated schools, they experienced feelings of invisibility, hostility, and isolations. However, several women recalled White teachers and peers who were caring and supportive.
Four themes emerged from an analysis of the data: the racialized other; resiliency and perseverance; hegemonic resistance and breaking silence-coming to voice which provided a more detailed understanding of how the centrality of race, class, and gender affected the lives of the women in this study.
Contextual Social and Emotional Needs and Preferred Social and Emotional Educational Approaches for High Potential Gay and Bisexual Adolescent Males
Terence Friedrichs, Cohort 2
The researcher uses a postmodernist-influenced framework of open-ended questions, interactive discussion of responses, and other general interview guidelines from Seidman (1991), and additional gay-specific interview suggestions from Kong, Mahoney, and Plummer (2002), in his inquiry with four artistically-gifted, high-school-aged, gay and bisexual adolescent males. He investigates the applicability of the social and emotional needs previously affirmed in Friedrichs and Etheridge's three other research groups (1991, 1992, 1993.) Similar to his previous, more traditional research stages, the investigator implements frequently-used definitions of giftedness, gay and bisexual youth and draws on many pre-set interview questions as the focus of the research. He uses traditional data coding guidelines from Neuendorf (2002) to find summary themes in student responses. Again, similar to the past, current subjects' answers are described in terms of whether the majority of respondents affirm each hypothesized socially-constructed need and each proposed helpful approach. Differently from the three earlier stages, however, the present study uses postmodernist principles to dig deeper into the content themes evident in the youths' responses, reporting the contextual whos, whats, whens, wheres and hows associated with their needs and the fulfillment of those needs. The current investigation also adds a postmodern analysis on the overall content themes derived from the students, using the framework of Foucault (1977) when the subjects' responses illustrate mostly disenchantment and unmet social and emotional needs and the lens of Kumoshiro (2000) when the youths' answers reveal general student engagement and fulfilled needs. The summary of content themes reveals that the previous stages' needs and approaches are affirmed by the present subjects for some, if not all, secondary grade levels. The postmodern analysis shows six particularly common themes in the subjects' comments, including behavioral priorities placed over time on identity development, resistance, and construction of needs, dialoguing, resilience, and fluidity.
Post Emancipation African Identity Among Fox Hillians in the Bahamas
Jacinta Higgs, Cohort 3
The Effects of Multicultural Education Course on Pre-Service Teachers? Knowledge, Skills, and Dispositions
Jeanette Hoffman Johnson, Cohort 3
The demographics of the United States are changing; and with regard to race and ethnicity, it is estimated by the year 2050 the dominant culture will become the majority-minority culture in many states (Census Bureau, 2006). This means the majority of the state's population differs from the national majority population. Yet the students who are enrolled in teacher education programs do not reflect this changing demographic or the current make-up of the population of public schools. Therefore, there is an increased need for White pre-service teachers to understand and effectively teach the students who will be in their classrooms.
The goal of this study was to describe how a multicultural course affects changes in pre-service teacher's knowledge, skills, and dispositions toward teaching ethnically and racially diverse students. During a fall semester, observations were conducted in a required multicultural education course at a public, Midwestern university, and participants were selected for focus group interviews. The goal of the study was to address the following questions: How are dispositions toward teaching ethnically and racially diverse students formed in pre-service teachers? What instructional strategies are used in the multicultural course to enhance pre-service teachers' capabilities to become critical, multicultural educators? In what ways does a stand alone course on multicultural education influence the knowledge, skills, and dispositions of pre-service teachers with regard to ethnically and racially diverse students?
Qualitative procedures were used to analyze data from classroom observations, focus group interviews, an interview with the instructor, a pre/post attitude questionnaire, course materials, and course assignments (i.e., reading response logs, cultural inquiries). The findings from the study indicate that the course had little effect on the knowledge, skills, and dispositions of the pre-service teachers. The pre-service teachers did show some increased awareness of some issues in that they were able to relate to their own lives better. However, the course has not really changed their thinking about racially and ethnically diverse students. It is important to keep in mind that this course is an initial course and few pre-service teachers bring life experiences with them to the course. Therefore, attitudes and dispositions are just beginning to be formed.
Finding One's Self in the Classroom: An Autoethnographic Narrative Chronicling the Risks and Rewards of a Teacher and Her Students as They Engage in the Practice of a Critical Pedagogy
Nancy Horan, Cohort 2
The purpose of this study was to explore the practice of critical pedagogy--its design, implementation, and consequences when the teacher is a woman--to explore one teacher's personal journey as a white, middle-class woman practicing a feminist, critical pedagogy in an attempt to better understand the conflicts and uncertainties inherent in that experience. The focus is primarily on the problems encountered in the practice because the problems are the source of my questioning and the reason for my research. I chose the methodology of critical autoethnography as it allowed me to examine my practice, my site, the student culture, the students, and myself--all pieces of the classroom dynamic being explored. Recreating critical incidents in my teaching allowed me to show implementation, daily practice, and consequences of a critical pedagogy--a practice absent from most critical pedagogy literature--and provided concrete examples for critical analysis to illustrate the real and common problems resulting from such practice. The process of research and analysis revealed the following: 1. A major problem in the practice of a critical pedagogy is the reinforcement of a white, masculinist, even elitist paradigm in the form of the tools used in critical pedagogy, specifically, authority/rigor, dialogue, and critical thinking. 2. The feminist literature regarding the practice of critical pedagogy quite clearly shows the difficulty, even danger, for women who engage in such a practice due, primarily, to their subordinated status in the culture. 3. The teacher's complicity in this masculinist project, a result of deeply internalized socialization and privileged status as white and middle-class. 4. The conflicts in my teaching and the resulting despair stem largely from multiple locations of oppression experienced by women in a patriarchal culture.
Developing Critical Reflection for Pre-Service Education Students: Strategies to Improve Pre-Service Students? Professional Performance
Jill Klefstad, Cohort 3
This study describes and examines the concept of critical reflection and critical reflective strategies which were developed and then implemented with five pre-service undergraduate education students in order to improve the students? professional performance. The students used critical reflective strategies to examine: (a) their dispositions about learning and teaching, (b) their philosophy and beliefs about education, and (c) their observations of instructors as models of reflective teaching continuously throughout one entire semester. The qualitative design used the traditions of ethnography and case study and multiple sources of data: surveys, interviews, critical reflective statements, critical incident questionnaires, focus groups, and e-Journals. Data were analyzed using strategies of coding: categorizing, identifying patterns, themes, and synthesizing student reflections. The results demonstrated that participants acquired multiple levels and a deeper awareness of (1) critical consciousness through dialogue that probed their assumptions; (2) social consciousness by perceiving ideas and experiences differently; and (3) political consciousness by identifying areas in need of change. The results and analysis of this study offer Schools of Education suggestions to incorporate critical reflection within their education programs in order to improve the quality and understanding of pre-service teachers.
From the Stable to the Classroom: An Ethnographic Study of Nonverbal Cues as Displayed in a Rural Classroom
Douglas Knick, Cohort 1
This ethnographic study investigated the role of nonverbal cues in a rural high school classroom. Examined was the relationship between nonverbal behaviors and a hierarchy of power among students and horses. The study was framed by the following questions, Are there nonverbal cues being delivered which are being ignored? Are there nonverbal cues that signal one's position? Is there an alpha student, an omega student, those who are somewhere in between, and one who is different, a delta? Does an alpha student, similar to the alpha horse, control the classroom nonverbally? Are there nonverbal cues that are unique to a delta student? Twenty high school students were observed over the duration of 18 weeks and their nonverbal cues were recorded on an observational chart. In addition, each class section was videotaped to verify the reliability of the data collected. The results indicated that the classroom consisted of an alpha student, an omega student, those who were somewhere in between, and a delta student. The data also revealed that each of these categories was dependent upon the employment of nonverbal behaviors. Students, like horses, used and displayed nonverbal cues which described their position of power in the classroom. Students, like horses, used and displayed nonverbal cues to signal both domination and submission. The study also depicts the critical role of a delta student in establishing a just environment. The implications of this study for the classroom teacher are critical for the establishment of a democratic classroom. Recognition of the power dynamics based on nonverbal behaviors is necessary if one desires to dismantle classroom hierarchies. The finding suggested that student recognition of nonverbal behaviors led to liberation.
A Grounded Theory Aproach to Interpreting Preschool Teacher Status
Constance Krocak, Cohort 3
The purpose of this study was to describe the professional status of preschool teachers as perceived by themselves, by teachers of other grade levels, and by the community.The nature of the status was constructed from the perceptions of teachers at all educational levels, and from the community. Data was collected in several stages: (a) Two surveys addressed perceptions about professional status of teachers in general, and of preschool teachers specifically; and about why those perceptions exist; (b) telephone interviews with faculty from six teacher education departments addressed how preschool teachers respond to those perceptions, and (c) a focus group of six preschool teachers discussed their perceptions of their professional status, and how that affected the profession. Data analysis for this grounded theory research proceeded according to techniques developed by Strauss and Corbin, including data transcription, sorting data into open and axial codes, interpreting the data by developing selective codes, and building a theoretical model describing the phenomenon. The study showed that the professional status of preschool teachers is low, and there are interactive variables that cause the status, and that are responsible for particular effects on the profession of preschool teacher. The interactive variables are: (a) hegemonic social values and traditions; (b) public misconceptions about the work of preschool teachers; (c) dissimilarities about preschool teachers? work; (d) oppressive nature of the work; (e) low status becomes perpetuated; (f) preschool teachers use personal coping mechanisms to persevere; and (g) low professional status affects the profession in specific ways. A grounded theory, The Interaction-Causation Theory of the Professional Status of Preschool Teachers, was
developed to explain the cause and effect process. It was concluded that the low professional status of preschool teachers is related to several variables, none of which by itself is responsible for the low status. Instead, it is the interactive nature of the variables that both causes and perpetuates preschool teachers' low status. The study is relevant for preschool teachers in working to elevate the status of their own profession, and for colleges and universities in developing and strengthening early childhood teacher education programs.
Opening the Classroom Door: A Critical Look at Reaching Every Child in High School Mathematics
Emily Larsen, Cohort 3
In high school mathematics, the expectations for student learning have increased dramatically over the past ten years. Students, who could graduate learning mathematics no more advanced than basic mathematics, now must learn algebra, geometry, and statistics. The nature of federal and state laws regarding student testing and achievement has increased the pressure on schools and teachers to produce academic results.
This investigation included a critical analysis of classroom practices and a process of classroom and self-evaluation designed to provide the teacher with the tools to meet students' needs in mathematics. I implemented various instructional practices in my classroom to investigate the impact of these practices on the academic achievement of my students. Using my own Grade 9 students (N=67) at Kodiak High
School, I worked with two sections of our entry level mathematics course called Integrated Algebra Geometry I. Both qualitative and quantitative data were collected. Qualitative data included a teacher journal, observation data, student assessment information, and survey information. Quantitative data included student assessment data.
The findings from this research indicated that a strong component of success for both student and teacher was to build relationships. In the case of the teacher, this was with a trusted mentor who completed observations and provided an opportunity for reflection. In the case of the students, it was about the teacher building trust with students. Additionally, specific instructional techniques, such as differentiation, were shown to be helpful in increasing student learning.
Standing at the Gate: African-American Male Children and Parents Talk About Schooling During the Middle Elementary Years
Margo Lloyd, Cohort 1
What attitudinal changes occur in African American boys during the middle elementary years? Some research suggests that during this period many African American boys lose interest in school. This study reveals how boys and parents view-in-school experiences that result in marginalization. Parents also provide insight on why certain attitudinal changes occur among African American boys during the middle elementary grades, and give imperatives to all who are responsible for the education of African American male children. Grounded theory is the general methodology employed. Multiple data collection methods consisting of focus groups, formal interview, and informal interview were used. The study was conducted in the St. Paul/Minneapolis area of Minnesota. Emergent themes developed from the multiple data collection and from the review of the literature. This study provides pertinent information for educators, parents, and community persons who are concerned about the condition of the African American male in school and society.
Critical Pedagogy and Animal Rights: The Inclusion of Humane Education in the Critical Pedagogy Doctoral Program at the University of St. Thomas
Kevin McGee, Cohort 2
The oppression of animals is a topic that has been debated and discussed in many arenas but it receives little attention in the field of Critical Pedagogy. The Critical Pedagogy program at the University of St. Thomas is an education program for doctoral students preparing to address economic issues of social injustice present in educational settings as well as the greater society. Participants address issues of inequity and oppression in an effort to create a just and peaceful world. Currently, there is no formal introduction of animal rights issues in the Critical Pedagogy program. This dissertation explores the background knowledge, attitudes, and beliefs of doctoral students in the Critical Pedagogy program at the University of St. Thomas regarding the topic of animal rights and its inclusion in their program. The participants were given a survey about their knowledge, attitudes, and beliefs regarding animal rights prior to a presentation about the current conditions of animals being used for human consumption, research, testing, and entertainment. The results from the pre-presentation surveyed show that although none of the participants advocated for the inclusion of animal rights in the Critical Pedagogy program, sixty-eight percent of the participants acknowledged a connection between the issues associated with animal rights and Critical Pedagogy. Following the presentation, the participants were given a post-presentation survey. Fifty percent of the participants responded that animal rights should be included as a topic in the Critical Pedagogy Program. Interviews with animal rights experts and educators are also included in the dissertation. The interviews have been included as examples of the development of an animal rights consciousness and experiences as animal rights educators. The conclusion of the researcher is that animal rights should be addressed in the Critical Pedagogy program at St. Thomas and recommendations on how that might be accomplished are offered.
Woman's Literacy Power: Collaborative Approaches to Developing and Distributing Woman's Literacy Resources
Mev Miller, Cohort 1
This dissertation project explores adult women's literacy through the availability of women-centered literacy materials. While suggesting reasons for their scarcity, this dissertation project illuminates the need for authentic reading and literacy materials specifically addressing the issues and concerns of women leaders. Through a discussion of literacy paradigms and the politics of publishing, it reveals how women's literacy resources are crucial for women's literacy and liberation.
With the assistance of qualitative methodological tools, the research methodology uses a feminist and critical Freirean-based research paradigm relying heavily on action research and participatory research principles. Using conversation circles, this research centralizes the voices of adult women learners and explores with them what reading materials would enrich or change their lives and experiences as women. Through questionnaires and other conversations, literacy workers and librarians identified what types of women-centered literacy materials are needed and would be used in their curriculum.
In general, this research demonstrates the need for literacy resources and authentic reading materials for adult women learners. If women-centered literacy materials were more easily available, both women learners and literacy workers said they would use them. They also identified topics and formats for women-centered literacy materials. Their recommendations provided foundation for building WE LEARN, a network of women learners, literacy workers, librarians, and others interested in working collaboratively to create, evaluate and distribute women-centered literacy materials. WE LEARN (Women Expanding Literacy Education Action Resource Network) housed on the Internet at www.litwomen.iorg/welearn.html includes a Resource List of women-centered literacy materials already available and offers a place for women-centered participatory praxis. As an emerging non-profit organization, WE LEARN will continue to encourage women-centered literacy materials as a way to affect women's literacy power bringing transformation and justice to women's lives. From the lessons learned through this research process, WE LEARN aims to develop the leadership and knowledge-base of adult women learners, involve the experiences of literacy workers and librarians, and support a participatory process of emancipating feminist literacies.
Restoring the Balance: Peace Teams and Violence Reduction in Chiapas, Mexico
Paul Neufeld Weaver, Cohort 1
Two models of third party nonviolent intervention in Chiapas were studied in relation to local indigenous struggle. The study was carried out in 2001 through interviews, archival research and personal observation/participation.
Two sister peace team organizations, International Service for Peace (SIPAZ) and Christian Peacemaker Teams (CPT) seek to reduce violence and create political space in this southern Mexican state-the site of an indigenous rebellion since 1994. SIPAZ seeks to promote dialogue by building relationships with all sides in the conflict. CPT seeks to "get in the way" of injustice, allying themselves with Las Abejas, a nonviolent Mayan Catholic group, target of the 1997 Acteal massacre. Las Abejas support the goals of the Zapatista rebels while opposing armed struggle. This study explores violence and nonviolence, tells the story of these three groups, examining their impact through the voices of members, colleagues and opponents, and discusses the implications of their differing approaches.
The international presence, working with local indigenous communities and Mexican NGOs, has been a deterrent to violence. It also has helped create space for local groups to dialogue, carry out nonviolent action and work for human rights. Peace teams do this work through their presence in conflict zones, information dissemination, building nonviolent capacity, peace action and international advocacy.
SIPAZ and CPT employ contrasting approaches on the issue of nonpartisanship, adopting "political independence" and "taking sides," respectively, as part of their strategic focus. Both approaches can be effective in reducing violence and creating political space in the appropriate context. Conflict transformation as employed by SIPAZ and nonviolent direct action as employed by CPT and Las Abejas draw on related but distinct traditions within nonviolence.
Teachers are encouraged to teach about the costs of violence, tell the story of nonviolent movements, build capacity for nonviolent action, and practice nonviolent pedagogies. The transformational pedagogy of active nonviolence can form the basis for restoring the balance in societies that have been disrupted by violence.
Despite important differences in philosophy and strategy, SIPAZ, CPT and Las Abejas share a fundamental commitment to a nonviolent struggle for justice and a birthing of reconciliation.
The Disenfranchisement of Women Who Have Children with Disabilities
Ruth Nyland, Cohort 3
This study examined how raising a child with severe disabilities impacts the lives, dreams, goals, and careers of mothers. The targeted population was based on a review of the literature that showed that the voice of mothers of children with severe disabilities is largely missing from the literature. This concept was unique and of interest to the researcher. The study examined the marginalization and disenfranchisement of women who have children with severe disabilities. The interviews included these mothers social culture prior to having a child with a significant disability, their culture afterwards and the disenfranchisement, if any, they have experienced. Examination of the following common threads among these mothers and the literature was included: historical perspectives on children with disabilities (from the 1800s to present day); societal and educational treatment of individuals with severe disabilities (that category of needs which the combination of disabilities requires significant adaptations and services); and women and culture--the marginalization and disenfranchisement of women with children with disabilities.
Foster and Berger (1985) reported that the news of having a child with mental retardation is initially so devastating that it strikes at the heart of the family's value system, disrupting its equilibrium and causing the family to freeze in its developmental cycle. I wondered how far we had come from the 1950s and '60s where the idea that autism was caused by maternal coldness towards children (Simpson, Hanley, & Quinn, 2002). Mothers were always to blame.
Although the experience of mothering children with disabilities undoubtedly has many subjective components, this study suggests that there are noteworthy similarities related to the overall process. Traditionally, our society has socialized women to be dependent, passive, fragile and unable to take risks (Nelson, 2002) yet these women, who often felt invisible and tireless, educated themselves and discovered their support systems. The study revealed five major themes. These themes included: the influence of the experience, how they developed their life's standards; their dreams; their thoughts on how they would raise a child and balance their careers; the life changing event; and their view of their life now with a child with special needs.
This qualitative study clearly expresses the need to expand research to more mothers of children with disabilities. Society needs to be made aware of what can be done for this marginalized group. It is my hope that this research will serve to validate changing the stereotypes and to become better prepared to work as effective change agents for those we are here to serve.
Creative Dream and Its Impact on the Social Consciousness of Preadolescent School Children
Kirsten Pardun-Johannsen, Cohort 2
This qualitative dissertation project examined the usage of creative drama, role play and Theatre of the Oppressed in the development of awareness of social issues in predominantly European-American, privileged, fifth grade children. Further, the project sought to examine whether such usage aided in the development of empathy and movement toward social action.
The researcher, a creative drama specialist, embedded the social issue dramas into the school's existing character education program and her existing creative drama curriculum. Each month for six months, all students were introduced to a social issue that corresponded in some way with the character education trait for that month. The researcher provided background information on the social issue. The students then were given a dramatic structure to use to explore the social issue and the character trait to a greater extent.
The researcher randomly selected 30 students from among 47 volunteers. Eighteen of these students were female and 11 were male. The researcher used student journals, observation, one on one interviews and focus group interviews to assess the results of this study.
By triangulation of the data the overall results indicate several recurring themes related to the students: 1) a greater sense of empathy, 2) a greater awareness of social issues, 3) student need and desire to know more about social issues, 4) ability to recognize, examine and question social and power structures at work in society, 5) crossing of peer group boundaries, 6) recognition that the use of creative drama, theatre and role-playing structured their development and aided growth in these areas and 7) significant movement toward praxis.
Based on the results of this study the researcher concluded that the use of such forms of drama did indeed raise students' awareness of social issues, aid in the development of empathy and urge the students toward social action. Because of these conclusions the researcher recommends a longitudinal study including some type of field experience, greater education on use of drama and theatre as teaching tools and methods in prepatory teaching programs, and greater education about, and use of, drama and theatre in Critical Pedagogy programs.
From Silence to Proclamation: Adolescence Voices on Racism
Deborah Pattee, Cohort 1
Discrimination is an on-going reality in this country. People of color are still being followed in stores, charged more on automobile purchases, have problems getting picked up by taxis, and having a harder time finding jobs and apartments. These are issues rarely faced by Americans of European descent. The purpose of this project is to confront these issues directly and work toward meaningful changes.
The dissertation has three parts: the video, a video guide, and this chapter. The primary piece is the video that is meant to raise and name the issue of white racism, reflect on it, and discuss significant responses. It is organized around five parts: the cycle of socialization, White privilege, race as a social construction, resistance, and solutions. The video is unique in that students are the focal point; they are the ones given voice, whose opinions on white racism are sought. In effect, the video seeks to counter the banking education that dominates in the contemporary American educational system.
The second part of the dissertation is the video guide. It describes many activities that a teacher can use in the classroom and offers resources to help European Americans identify their own privilege and confirm for students of color just how little privilege they have.
The third part is this chapter in which participatory action research (PAR) is identified as the methodology chosen for this study. The reason for this choice is the connection of PAR to critical pedagogy. Both call for radical social change by breaking down the distinction between the researcher and the researched, enabling, as Maguire (1987) argued, "researchers and oppressed people to join in solidarity to take collective action" (p.29), allowing for, as Freire wanted, the empowerment of those without voice.
Structuring the Intermediate Classroom to Deconstruct Barriers of Race (African-American of Low Socio-Economic Status) and Gender for Mathematical Achievement
Janet Peterson-Fischer, Cohort 2
This dissertation investigates the effects of teachers and textbooks on the mathematical achievement of females and African Americans. The focus is on uncovering variables in both formal and informal settings that can be modified to augment student mathematical attainment. The numerous influences in both environments are examined using the theories of social cognition, feminism, and critical race to determine changes in teacher behaviors and texts that can be implemented in the classrooms. In pursuit of critiquing textbooks, a gender and cultural textbook analysis instrument based on NCTM Standards was constructed to undertake evaluating a traditional textbook, Saxon, and a reform textbook, Investigations, using content analysis to assess their attention to factors that influence the mathematical progress of females and African Americans. The analysis revealed stronger scores for Investigations than Saxon in developing mathematical sense. Both programs need to improve in offering suggestions and providing implications for enhanced mathematical performance to pave the way for higher enrollment and enhanced opportunities in mathematical education for both populations.
What EBD Teachers Say About Race, Class, Gender and Their Work in Special Education
Janet Salk, Cohort 2
This qualitative study was designed to connect the fields of critical pedagogy, teacher preparation, and special education. It was designed to answer the question, "What do EBD teachers say about their work, and can this data be used to evaluate their cultural competence and ability to engage in culturally responsive pedagogy?"
Fourteen EBD teachers were interviewed in depth on two occasions. To ground their discussion in their cultural context, the interviews began with them telling about their life from childhood on. Then they talked about what it was like to be an EBD teacher. After making connections between these two facets of their lives, they were asked questions related to race, class and gender issues, and how these issues impact special education.
Interview data were transcribe verbatim, then sorted into broad race, class, and gender themes with the use of the computer software program NUD*IST. The data were further analyzed to determine if participants were culturally competent; and used culturally responsive pedagogy; or if their practices showed cultural incapacity; cultural blindness; and/or cultural destructiveness. In this study, cultural competence, culturally responsive pedagogy, cultural synchronization, cultural incapacity, cultural blindness, and cultural destructiveness were expanded to reflect not only race, but also class and gender dimensions.
Of the 14 participants in this study, one African American teacher used culturally responsive pedagogy as it related to race, class and gender dimensions. Some teachers were cognizant of race, class and/or gender issues that negatively impacted students with disabilities and their families. Their cultural competence and ability to engage in culturally responsive pedagogy hinged on having experiences with people from diverse backgrounds. Several teachers were culturally competent in some, but not all areas. Teachers were not likely to be culturally competent along race, class, and/or gender lines if they were White, middle-class, and monolingual teachers who lived culturally isolated lives.
Findings from this study were used to make recommendations for special education teacher preparation programs. Improving the cultural competence of all teachers is essential if educational and post secondary outcomes for students with disabilities, especially those from minority and poor backgrounds, are to improve.
Reaching Back to Reclaim and Embrace What We Left Behind as We Move Forward: Toward a Critical Womanist Pedagogy of Education for African-American Girls
Paulette Eloise Handley Sankofa, Cohort 2
The purpose of this Critical Ethnographic study was to examine, through the theoretical frameworks of Womanist theology/thought and Critical Pedagogy, the life-stories of African American women, in order to identify the factors in both their schooling and education that fostered resilience. This was done through oral her-stories of nine African American women, including myself.
The research study took place over one year and included a telephone pre-interview, taped in-depth interviews, data analysis, and a historical analysis of African-centered worldview, family and community, race and racism, resilience and socialization, identity development of African American girls and the competing narratives of capitalist education versus the function of education in the African American community.
This study is significant in that it looks at the intersections of culture/ethnicity (race) and gender through the lens of Womanist theology/thought and Critical Pedagogy, about how previous generations of African American women and women alive today, were able to overcome daunting challenges and become resilient women.
This study introduces the development of a new theoretical and methodological approach to studying life her-stories of African American women, called Critical Womanist Ethnographical research. Critical Womanist Ethnographical research methods combine the tenets of Critical Ethnography, Critical Pedagogy and Womanist Theology/Thought, for the holistic study of life her-stories of African American women.
The development of the methodology did not come about at the onset of the research process. Rather, it developed in the midst of, and has continued to emerge from the research process. Because it integrates varied theoretical approaches, it required continual assessment of the validity of the process as well as adapting the processes while in progress. Feminist researcher Carmel Seibold describes her understanding of integrating theoretical approaches:
While most qualitative researchers develop methodology as the research progresses, not all adequately describe the process leaving the reader often with a sense that everything progressed in an orderly and sequential way? Is there a feminist method? This question took significance as I began to grapple with ethical issues? but also methodological issues in research from a feminist perspective?the purpose is to study women and the focus of the research is women's experiences (p.1-15).
Critical Womanist Ethnography requires the active participation of the researcher through the development of authentic relationships with participating women, challenging issues of data transcription reporting including the usage of non-standard English and the impact of racism. As a critical researcher, I was called to respond to, and facilitate calls for immediate action that arose from the research. That meant that a great deal of flexibility had to exist within the understanding standing of the relationship between the researcher and the participants and having a firm grounding in the cultural value of authenticity.
Feminist Qualitative Research in the Postmodern Era: Integrating Theoretical Approaches. Carmel Seibold, Australian Catholic University, Victoria. Retrieved May 4, 2004. http://www.latrobe.edu.au/aqr/offer/papers/CSeibold.htm. No date of publication given.
The Future Relevancy of Community-Based, Day-Use Nature Centers: Serving a Changing Metro Area
The purpose of this study was to conduct community action research about those individuals who run day-use, community-based nature centers in one changing urban area. This was done to determine how these administrators define their institutions in the context of their communities today and to ask them to begin to articulate their concerns for the future. In a series of focus groups, they were asked to create visions and begin to develop ideas that will enable such centers to remain relevant as they incorporate societal and environmental changes into their site plans. Considered changes included: an aging and more diverse population, the local ramifications of population growth, global warming, loss of biodiversity, and energy issues. Their collective thoughts and visions of the future provided a foundation for discussion about what needs to be done so that nature centers can be relevant to their respective communities in the future. The study results showed this group was aware of the changes in their communities and wanted to be accommodating, but their concern over declining budgets did not allow for attention to these changes. They were overwhelmed with meeting current and future demands for their services with limited funds. As a result, they demonstrated little time or energy to focus clearly on the future issues, particularly regarding their changing communities. Although a lack of direction from their agencies was mentioned as one reason for this, most stated that any efforts that would re-focus attention toward community and/or global issues had to start with themselves.
Mentoring: A Critical Exploring of One Approach through Case Study
Patricia Wroten, Cohort 1
This study was based upon exploratory theory and attempted to study perspectives three female full-time mentees held regarding one district's mentorship program and other support initiatives: efforts that span the first three years of employment for teachers new to the district. The study also attempted to identify variables and tease out possible theories from collected data. Participants in the study completed a questionnaire, a significant other form, wrote a personal perspectives narrative, and participated in a researcher-conducted interview that provided mentee advice regarding the development and implementation of mentorship programs and other district initiatives. These data collection methods were selected to provide information regarding participant feelings, perspectives, and other non-observable information. The data collected from the interviews, questionnaires and personal perspectives narratives were subjected to reflective analysis to identify variables, constructs, themes, and patterns. Data triangulation was utilized to enhance the validity of this subjective methodology. Survival, Support, and Professional growth were three broad themes used to organize mentee perspective data regarding their first three years of teaching and the district's mentorship program and other initiatives. All participants indicated that challenges and systematic situations reduced their first year of teaching to professional and personal survival. However, by their second and third year all mentees were moving beyond survival. During their non-tenured years, mentees reported utilizing mentors and a variety of other support systems both within and outside of the school setting. Mentees revealed their professional growth began prior to teaching and was enhanced but not limited to district initiatives during their non-tenured years.
Cultural Capital: Old Hmong Culture in Modern Times
Cziasarh Neny Yang, Cohort 1
This dissertation is a study of Hmong history and culture through the analysis of a Hmong funeral song called "Showing the Way." It is, first and foremost, ceremony to be conducted in a Hmong funeral event. The analysis is discussed with many historical and archaeological studies of ancient China.
The methods used in the study include content analysis, phenomenological formulation, and historical analysis. These techniques were applied to the researcher's English translation of the Hmong "Showing the Way" funeral song.
The study confirms that the Hmong had rich civilization in the ancient past. It includes details about Hmong agricultural practices, town and government, science and philosophy, arts and music, and war and migration, as reflected in the verses of the funeral song.
The study also ties Hmong cultural knowledge and skills with the current stability and success of the Hmong in America. The study further provides suggestions for the application of pedagogy, especially about how it can be used in the multicultural education settings.
