Matching Items (3)
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- All Subjects: Culturally Responsive Schooling
- All Subjects: Non-formal education--United States.
- Creators: Romero-Little, Mary Eunice
- Creators: Hutchinson, Jenna Michelle
- Creators: Sims, Christine P.
- Member of: Theses and Dissertations
Description
This dissertation examines people's place experiences more fully than has been done by others in the field of education, and in doing so, it opens new ways of thinking about place in place-based education. Place-based education, in its effort to connect educational processes with the local places in which students and teachers carry out their daily lives, has become an increasingly popular reform movement that challenges assumptions about the purpose and meaning of education in a rapidly globalizing world. Though the scholarship on place-based education describes, justifies, and advocates for turning the educational focus toward local places, it does not necessarily bring forth an explicit understanding of how people experience place.
Grounded in phenomenology, this qualitative study explores the place experiences of five individuals who were born and raised in the White Mountains of eastern Arizona. Experiential descriptions were gathered through three, in-depth, iterative interviews with each participant. Documents considered for this study included interview transcriptions as well as photographs, observations, and descriptions of places in the White Mountains that were deemed significant to the individuals. A phenomenological framework, specifically Edward Relph's explications of place and insideness and outsideness, structured the methodological processes, contextualized participant narratives, and facilitated and informed an understanding of participants' place experiences.
Through the coding and analyzing of interviews for common themes and subthemes, as well as through the crafting of individual profiles, participant place experiences emerged as a dialectical relationship between insideness and outsideness and consisted of Part-of-Place (play-and-exploration, cultivation-of-place, stories-of-place, dangerous-endeavors, and care-of-place), Place-Sensations (remarkable-moments, sensory-triggers, and features-marked-in-time), and Ruptures-in-the-Place-World (pivotal-moments, barriers-borders-boundaries, drastic-changes, and injuries).
While the research was exploratory and only investigated a limited number of place experiences, the findings, coupled with theoretical and conceptual understandings of place anchored in phenomenological perspectives, strengthen a discussion in place-based education of place, how place is experienced, and how these experiences matter in people's lives. Furthermore, the findings of this dissertation support a proposed pedagogical method that blends place-based education and culturally relevant practices into a place-responsive pedagogy.
Grounded in phenomenology, this qualitative study explores the place experiences of five individuals who were born and raised in the White Mountains of eastern Arizona. Experiential descriptions were gathered through three, in-depth, iterative interviews with each participant. Documents considered for this study included interview transcriptions as well as photographs, observations, and descriptions of places in the White Mountains that were deemed significant to the individuals. A phenomenological framework, specifically Edward Relph's explications of place and insideness and outsideness, structured the methodological processes, contextualized participant narratives, and facilitated and informed an understanding of participants' place experiences.
Through the coding and analyzing of interviews for common themes and subthemes, as well as through the crafting of individual profiles, participant place experiences emerged as a dialectical relationship between insideness and outsideness and consisted of Part-of-Place (play-and-exploration, cultivation-of-place, stories-of-place, dangerous-endeavors, and care-of-place), Place-Sensations (remarkable-moments, sensory-triggers, and features-marked-in-time), and Ruptures-in-the-Place-World (pivotal-moments, barriers-borders-boundaries, drastic-changes, and injuries).
While the research was exploratory and only investigated a limited number of place experiences, the findings, coupled with theoretical and conceptual understandings of place anchored in phenomenological perspectives, strengthen a discussion in place-based education of place, how place is experienced, and how these experiences matter in people's lives. Furthermore, the findings of this dissertation support a proposed pedagogical method that blends place-based education and culturally relevant practices into a place-responsive pedagogy.
ContributorsNolan, Erin Anacortez (Author) / Mccarty, Teresa (Thesis advisor) / Romero-Little, Mary Eunice (Thesis advisor) / Barnhardt, Ray (Committee member) / Arizona State University (Publisher)
Created2015
Description
Throughout the course of the Honors Thesis/Creative Project, the intent was to gain knowledge regarding national, state and community initiatives regarding Indigenous Language Revitalization and Maintenance (ILRA). For over a year, I had the opportunity to visit a total of five indigenous communities, including Pine Ridge, SD, Gila River Indian Community, AZ, White Mountain Apache, AZ, Cochiti Pueblo, NM and Santo Domingo Pueblo, NM. The goal was to learn about the status of their language, current ILRA initiatives as well as challenges and successes that face American Indian nations. During each visit, key elements to successful language revitalization initiatives were identified that could benefit those continuing their effort to reverse language loss as well as those looking to enter in the field of language revitalization.
ContributorsHutchinson, Jenna Michelle (Author) / Romero-Little, Mary Eunice (Thesis director) / Begay, Jolyana (Committee member) / Sims, Christine P. (Committee member) / Barrett, The Honors College (Contributor) / American Indian Studies Program (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-12
Description
This qualitative study investigates the at-home educational efforts of six immigrant families as they prepare their children for school in the United States. The participants’ at-home educational activities were provided by the Mexican immigrant families using photographs of activities that they judged as skills which developed the child’s ability to engage with other children, teachers, and the curriculum on their first day at school. Photovoice methodology was used in order to provide the Mexican immigrants’ voice.
The families were recruited from a large urban city in the Southwest with a large immigrant population. They were recruited from medical centers, social support centers, churches with immigrant communities, and schools that had Mexican immigrant children in attendance. The schools and churches provided the greatest source of participants. The educational level of the parents varied from over fifteen years to three years of schooling in Mexico. The children in the study were citizens of the United States, were from two to four years of age, had not yet attended school in the U.S., but had siblings attending public schools in the United States. The families opened their life to the researcher and provided an insight through their photographs that could not have been gained if only interviews and/or questionnaires were used.
The twenty five photographs selected to identify the six educational themes that were highlighted throughout the study are demonstrative of what the families in the study were doing to prepare their children for their first day of school. Mexican immigrant parents have high expectations for their children and are willing to sacrifice for the children’s education.
The families were recruited from a large urban city in the Southwest with a large immigrant population. They were recruited from medical centers, social support centers, churches with immigrant communities, and schools that had Mexican immigrant children in attendance. The schools and churches provided the greatest source of participants. The educational level of the parents varied from over fifteen years to three years of schooling in Mexico. The children in the study were citizens of the United States, were from two to four years of age, had not yet attended school in the U.S., but had siblings attending public schools in the United States. The families opened their life to the researcher and provided an insight through their photographs that could not have been gained if only interviews and/or questionnaires were used.
The twenty five photographs selected to identify the six educational themes that were highlighted throughout the study are demonstrative of what the families in the study were doing to prepare their children for their first day of school. Mexican immigrant parents have high expectations for their children and are willing to sacrifice for the children’s education.
ContributorsZamora, Jerome Chavez (Author) / Garcia, Eugene E. (Thesis advisor) / Arias, Beatriz (Committee member) / Romero-Little, Mary Eunice (Committee member) / Arizona State University (Publisher)
Created2015