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- All Subjects: Preschool children--Effect of technological innovations on.
- Creators: Arzubiaga, Angela
- Member of: Theses and Dissertations
- Status: Published
Description
Mexico City has an ongoing air pollution issue that negatively affects its citizens and surroundings with current structural disconnections preventing the city from improving its overall air quality. Thematic methodological analysis reveals current obstacles and barriers, as well as variables contributing to this persistent problem. A historical background reveals current programs and policies implemented to improve Mexico’s City air quality. Mexico City’s current systems, infrastructure, and policies are inadequate and ineffective. There is a lack of appropriate regulation on other modes of transportation, and the current government system fails to identify how the class disparity in the city and lack of adequate education are contributing to this ongoing problem. Education and adequate public awareness can potentially aid the fight against air pollution in the Metropolitan City.
ContributorsGarcia, Lucero (Author) / Duarte, Marisa E. (Thesis advisor) / Arzubiaga, Angela (Committee member) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2018
Description
Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives.
ContributorsKilinc, Sultan (Author) / Arzubiaga, Angela (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Arizona State University (Publisher)
Created2016
Description
This dissertation examines how young children engage with digital games at home and how parents think and talk about their children's digital gaming. This is an ethnographic case study of the digital game playing of six three-year-old children in six families. This study combines ethnographic methods and critical perspectives to construct analyses that have the potential to rethink young children's digital game play. The focus of this study is on understanding how digital gaming functions in children's everyday lives. This study shows that young children's digital game play takes place in the interstices of their everyday family life. Digital games do not entirely change or displace other practices in early childhood, but they are integrated into existing young children's everyday practices in their family life. Digital games as a source of young children's imagination enrich young children's play rather than substitute for young children's spontaneous non-digital play. Young children and their parents tactically use young children's mobile game play to cope with their modern life. Negotiating over game selections, time, and space between young children and their parents is an everyday practice of families and digital games are a site not only for family power struggles but also of shared activity. Digital games reflect the dominant culture in which they are produced. However, this study shows that young children do not passively receive the messages in the games but rather make sense of the game contents according to their everyday local experiences. Digital games are now a part of everyday practices for both adults and young children, and young children's digital game play reflects contemporary society.
ContributorsHuh, Youn Jung (Author) / Tobin, Joseph (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Arzubiaga, Angela (Committee member) / Lee, Kyunghwa (Committee member) / Arizona State University (Publisher)
Created2015