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- All Subjects: Art and social action
- Creators: Carlson, David Lee
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ABSTRACT
This dissertation addresses the question of how participation in an arts-based sojourn influences university instructors’ perspectives and understanding as related to working with international female Muslim students (FMS). It also addresses what participation in a social justice oriented arts-based inquiry reveals about transformation of perspectives and practices of FMS in instructors’ long-term trajectories. Social justice oriented arts-based inquiry is a powerful tool to unearth issues and challenges associated with creating and sustaining equitable practices in the classroom. This type of inquiry provided instructor-participants with a platform that facilitated their use of “equity lenses” to examine and reflect on external phenomena which may influence their classroom practices as related to FMS. Participation in the art-based sojourn facilitated multiple opportunities for the instructor-participants to reflect critically on their practices, understanding, and perspectives of FMS. This study revealed that the most significant shifts in understanding and perspectives about FMS followed from long-term events and moments in the instructor-participants’ teaching careers.
This dissertation addresses the question of how participation in an arts-based sojourn influences university instructors’ perspectives and understanding as related to working with international female Muslim students (FMS). It also addresses what participation in a social justice oriented arts-based inquiry reveals about transformation of perspectives and practices of FMS in instructors’ long-term trajectories. Social justice oriented arts-based inquiry is a powerful tool to unearth issues and challenges associated with creating and sustaining equitable practices in the classroom. This type of inquiry provided instructor-participants with a platform that facilitated their use of “equity lenses” to examine and reflect on external phenomena which may influence their classroom practices as related to FMS. Participation in the art-based sojourn facilitated multiple opportunities for the instructor-participants to reflect critically on their practices, understanding, and perspectives of FMS. This study revealed that the most significant shifts in understanding and perspectives about FMS followed from long-term events and moments in the instructor-participants’ teaching careers.
ContributorsHahne, Connie (Author) / Jordan, Michelle (Thesis advisor) / Carlson, David Lee (Thesis advisor) / Dixon, Shane (Committee member) / Arizona State University (Publisher)
Created2017