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Autor/in | Marhefka, Elaine |
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Titel | Designing for the Dissonance: Community-Engaged Field Experiences for Challenging Curricular Misconceptions of Place toward Localizing and Indigenizing Curricula within Elementary Teacher Education |
Quelle | (2023), (213 Seiten)
PDF als Volltext Ph.D. Dissertation, University of New Hampshire |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 979-8-3797-1153-5 |
Schlagwörter | Hochschulschrift; Dissertation; Place Based Education; Misconceptions; Elementary Education; Teacher Education; Indigenous Knowledge; Indigenous Populations; Social Studies; Methods Courses; Curriculum Development; Decolonization; Program Design; Educational Research Thesis; Dissertations; Academic thesis; Missverständnis; Elementarunterricht; Lehrerausbildung; Lehrerbildung; Sinti und Roma; Gemeinschaftskunde; Methodisch-didaktische Anleitung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Dekolonisation; Entkolonialisierung; Programme design; Programmaufbau; Programmplanung; Bildungsforschung; Pädagogische Forschung |
Abstract | Harmful oversights remain in elementary social studies curricula which overlook or misrepresent minoritized communities. This dissertation explores designs for teacher education which address these oversights through community collaborations. This multi-manuscript dissertation is an empirical-conceptual inquiry design (Cochran-Smith & Lytle, 2009), as it is not purely empirical or conceptual research. This design allows for an independent discussion of each study, while interpreting phenomena across the three chapters. Acknowledging my positionality as a white female, in a predominantly white, female profession, I look to Indigenous and Black scholars, both locally and broadly, to inform my perspective and project design. Using a phenomenological lens and ethnographic approaches, I conducted two empirical studies within two different community-based field experiences through an elementary social studies methods course. Sociocultural considerations of space, socioecological considerations of place, and critical culturally sustaining and revitalizing pedagogy (McCarty & Lee, 2014) provide the theoretical frame for this series of investigations. Guidance from "Decolonizing Methodologies" (Tuhiwai-Smith, 2021), methods from the fields of S-STEP, Self-Study of Teacher Education Practices, and reflexive thematic analysis (Braun & Clarke, 2021), necessitated attention to self-reflexivity, improvement, and relationships. Researching from the positionality of a traditionally defined teacher educator, I hope to build upon collaborative research scholarship which expands who is considered a teacher educator. These studies investigate teaching practices through community "and" preservice teacher narratives, which critically explore places as a means of overcoming curricular misconceptions. Findings describe curricular possibilities and limitations, and the implications when these two phenomena clash, what I am conceptualizing as "curricular dissonance." I provide evidence of this phenomena in the first two empirical chapters. In my third chapter, I conceptualize this phenomenon as a site for learning through field experiences which confront the tensions inherent in teacher education and curriculum studies, to engage scholars across both fields of research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |