Full metadata
Title
Introduction to social justice oriented arts-based inquiry
Description
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.
Date Created
2017
Contributors
- Hahne, Connie (Author)
- Jordan, Michelle (Thesis advisor)
- Carlson, David Lee (Thesis advisor)
- Dixon, Shane (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Educational leadership
- Education (Higher)
- English as a Second Language
- Female Muslim Students
- Intensive English Langauge Program
- International Students
- Muslims--Education (Higher)--United States.
- Muslims
- Women college students--Education (Higher)--United States.
- Women college students
- Women art students--Education (Higher)--United States.
- Women art students
- Discrimination in education--United States.
- Sex differences in education--United States.
- Art and social action--United States.
- Art and social action
Resource Type
Extent
vii, 190 pages : color illustrations
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.45005
Statement of Responsibility
by Connie Hahne
Description Source
Viewed on December 7, 2017
Level of coding
full
Note
Partial requirement for: Ed.D., Arizona State University, 2017
Note type
thesis
Includes bibliographical references (pages 134-143)
Note type
bibliography
Field of study: Educational leadership and policy studies
System Created
- 2017-08-01 08:01:19
System Modified
- 2021-08-26 09:47:01
- 2 years 7 months ago
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